The Interplay of Play-Based Learning and Socio-Emotional Development of Kindergarten Learners

This descriptive-correlation study investigated the relationship between play-based learning and the socio-emotional development of kindergarten learners, focusing on social interaction and empathy. The study involved 50 learners from selected private schools in Tambulig, Zamboanga del Sur, who participated in structured and unstructured play-based classroom activities. Results showed that learners’ engagement in play-based learning was moderately developed, with structured play being the most frequently observed activity. Socio-emotional development ranged from moderate to high across indicators of social interaction and empathy. Strong positive correlations were found between play-based learning and socio-emotional development. Regression analysis confirmed that play-based learning significantly predicted socio-emotional outcomes. These findings highlight that active participation in diverse play-based activities enhances learners’ social and emotional competencies. The study underscores the importance of integrating guided, structured, and creative play in early education to foster holistic development, including communication, collaboration, empathy, and emotional regulation.