Exploring the role of play-based learning in shaping early literacy skills among kindergarten children in Cambodia

Abstract

This qualitative study explores the role of play-based learning in developing early literacy skills among kindergarten children in Cambodia. It focuses on how play activities support literacy, drawing on Vygotsky’s socio-cultural theory and the idea of emergent literacy. The research also considers teachers’ views on using play in literacy lessons, their teaching methods, and the level of student involvement during play. It highlights the challenges teachers face when using play-based methods in their classrooms. Data was collected from kindergarten classrooms in both urban and rural areas of Cambodia through semi-structured interviews with teachers and observations of literacy activities. The study aimed to find common trends, challenges, and opportunities related to play in learning using thematic analysis. The results show that play-based learning improves children’s phonological awareness, vocabulary, storytelling, and understanding of print concepts. However, factors such as large class sizes, limited resources, and inadequate teacher professional development make it challenging to use these methods effectively. Teachers said they need more support from their schools, training tailored to their specific context, and teaching materials that reflect their cultural backgrounds. The study emphasizes the importance of policy changes, increased teacher support, and evidence-based approaches to enhance play-based learning as a crucial component of early literacy programs. These findings can help improve early childhood education by addressing systemic challenges and enhancing teacher skills, particularly in resource-constrained settings like Cambodia. The research also adds to wider discussions about fair and developmentally appropriate early literacy practices.