Inclusive Play-Based Instruction and Socioemotional Learning Support Among Kindergarten Teachers

Abstract

This study examined inclusive play-based instruction and socioemotional learning support among Kindergarten teachers in Santo Niño, Cagayan. It focused on how teachers provided accessible play activities, encouraged learner participation, used differentiated play materials, facilitated play, and maintained inclusive classroom routines in relation to their support for children’s emotional awareness, self-regulation, peer relationships, empathy, and classroom belongingness. The study employed an explanatory sequential predictive-correlational design with instructional support profiling. Total enumeration sampling was used among Kindergarten teachers. Data were gathered through a validated researcher-made questionnaire, which obtained an overall Cronbach’s alpha coefficient of 0.93, indicating excellent reliability. The data were analyzed using weighted mean, standard deviation, Spearman’s rank-order correlation, dominance-based multiple regression analysis, and instructional support priority mapping. Results revealed a high level of inclusive play-based instruction and a high level of socioemotional learning support. Teacher facilitation during play emerged as the strongest area of inclusive play-based instruction, while classroom belongingness was the strongest area of socioemotional learning support. However, differentiated play materials and self-regulation guidance appeared as areas needing further improvement. A strong positive and significant relationship was found between inclusive play-based instruction and socioemotional learning support. Regression findings further showed that teacher facilitation during play, inclusive classroom routines, and learner participation in play significantly predicted socioemotional learning support. The study concluded that inclusive play-based instruction served as a meaningful pathway for strengthening socioemotional learning in Kindergarten classrooms. It recommended greater support for differentiated play materials, structured self-regulation strategies, and teacher development on inclusive play facilitation.