Play-Based Readiness Pathways and Socioemotional Learning Transitions in Kindergarten Education

Abstract

This study traced how play-based readiness pathways shaped socioemotional learning transitions among kindergarten learners as observed by teachers in Solana, Cagayan. Using a cross-sectional predictive pathway design, data were gathered from 24 kindergarten teachers through the 32-item Play-Based Readiness Pathways and Socioemotional Learning Transition Scale. Descriptive statistics and partial least squares regression with leave-one-out cross-validation and 5,000 bootstrap resamples were used for analysis. Results showed that play-based readiness pathways were often practiced, with guided play obtaining the highest mean, while transition-supportive play routines received the lowest rating. Socioemotional learning transitions were generally favorable, particularly in social participation and adaptive classroom behavior, although emotional regulation and transition confidence were comparatively weaker. The predictive model explained 63% of the variance in overall socioemotional learning transition and demonstrated acceptable predictive relevance. Transition-supportive play routines emerged as the strongest overall predictor and showed the greatest contribution to transition confidence, emotional regulation, and adaptive classroom behavior. Cooperative play was the strongest predictor of social participation, while exploratory play showed limited unique predictive contribution when the other pathways were considered simultaneously. The findings indicate that kindergarten readiness is strengthened not simply through frequent play but through purposeful play experiences that support emotional adjustment, peer interaction, classroom adaptation, and confidence during transitions. Greater instructional attention to transition-supportive and cooperative play is therefore recommended.