TEACHING LITERACY THROUGH PLAY: PERSPECTIVE FROM FILIPINO EARLY CHILDHOOD TEACHERS (KEY IJP************077)

• Ethel Mhae O. Angelia

Abstract

Abstract The role of play is critical to the learning process in early childhood education settings. International researches indicate the advancement of children's learning when engaged in active play. However, little research has been conducted in the Philippine settings on the use of play in teaching literacy in elementary education classrooms. This small qualitative study explored teachersconceptualizations of play in the literacy teaching and learning process in Alambre Elementary School, Torll, Davao City. The study addressed three research questions: what are the perceptions or experiences of elementary school educators in regard to the use of play as a medium of delivering instruction to advance literacy? what kinds of plays do teachers think are suited to advancing literacy? and what programs can teachers do to improve literacy skills among elementary learners? Data was obtained through ten (10) live one-on-one, one-hour in-depth interviews from teachers in an elementary public school institution. Analysis of the data revealed that teachers agree on using play as a tool in teaching literacy concepts. Furthermore, different kinds of play were enumerated addressing the different aspects of children's development. These teachers showed the use of play in their current approach in teaching, showed knowledge in play with literacy and development and different kinds of play used in their classroom. Keywords: Play, literacy, Filipino elementary teachers, childhood, teachers