EXTENT OF UTILIZATION OF PLAY-BASED ACTIVITIES OF PRESCHOOLERS IN LANGUAGE

This study assessed the extent of utilization of play-based activities in language development among preschool teachers in the District of Bautista, Schools Division Office of Pangasinan II. Specifically, it determined how play-based strategies enhance preschoolers’ vocabulary, sentence complexity, and pragmatic language skills, and examined the relationship between selected teacher profile variables and their implementation of these activities. A quantitative descriptive-correlational research design was employed involving 40 preschool teachers. Data were gathered through a validated structured questionnaire and checklist, and were analyzed using frequency counts, percentages, weighted mean, and appropriate tests of significance to determine relationships and differences. Findings revealed that teachers consistently implemented play-based activities, with an overall weighted mean of 4.40, interpreted as “Always.” Among the domains, pragmatic language skills were most frequently developed, followed by vocabulary and sentence complexity. Most teacher profile variables showed no significant differences in utilization; however, higher educational attainment and greater exposure to relevant training were associated with increased implementation. The study concludes that while play-based learning is strongly practiced, selected activities such as puppet shows, role-playing, and dialogue-based storytelling require further enhancement. An action plan is proposed focusing on targeted professional development, provision of instructional materials, and stronger curriculum integration to sustain and improve existing practices.