stdClass Object
(
    [id] => 17084
    [paper_index] => 202507-01-023303
    [title] => THE RELATIONSHIP BETWEEN EMERGENT LITERACY SKILLS AND KINDERGARTEN READINESS
    [description] => 
    [author] => Lea B. Galvez, Melinda F. Marquez
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra23302
    [year] => 2025
    [month] => July
    [volume] => 11
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-01-023303.pdf
    [abstract] => This study investigates the impact of play-based learning on early literacy development in kindergarten students, emphasizing the significance of teacher training, the frequency of strategy application, and the efficacy of diverse play-based approaches. Key findings indicate that although play-based learning is recognized as advantageous, its inconsistent implementation is obstructed by variables including diverse teacher experience, insufficient professional development, and institutional constraints such as rigid curricula and resource scarcity. Educators typically note moderate effects on several aspects of early literacy, encompassing phonemic awareness, phonics, vocabulary, fluency, and comprehension, with a specific focus on the efficacy of techniques such as rhyming games, role-playing, and storytelling. Nevertheless, these actions are frequently not implemented consistently or methodically, thus constraining their potential advantages. The research emphasizes that the quality and strategic execution of play-based learning, rather than its frequency, are more vital for promoting literacy development. Thus, the study recommends an intervention strategy emphasizing specialized, ongoing professional development for educators, aimed at improving their skills in play-based approaches and supplying flexible resources. The proposal additionally endorses the creation of a digital platform for comprehensive training, continuous evaluation, and feedback systems to facilitate enduring enhancements. The research emphasizes the significance of teacher expertise, methodological variety, and a nurturing learning environment rather than the simple occurrence of play-based activities, advocating for specialized professional development and adaptable curriculum frameworks to enhance the efficacy of play-based learning in early literacy education.
    [keywords] => Frequency of Use, Games with Rules, Phonemic Awareness, Phonics, Play-based Learning, Rhyming Games
    [doj] => 2025-07-23
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 109
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 2025-07-23 20:31:06
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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