Phonemic awareness is a skill that begins developing from birth and continues to develop throughout a child’s early years. In the context of 21st-century learning, there is a growing demand for students to establish a solid foundation in this skill during their early developmental stages. Despite the recognized importance of phonemic awareness, there have been instances of low achievement in this area. This study aimed to assess the impact of incorporating play-based activities on improving phonemic awareness in kindergarten learners. The variables examined within phonemic awareness include letter sound fluency, blending, and segmenting. The study employed a quasi-experimental research design and utilized purposive sampling. A total of 20 kindergarten learners from Tangway Loob Elementary School participated in the study. The primary instruments for data collection were pre-tests and post-tests. The findings revealed that, before the implementation of play-based activities, kindergarten learners had a mean phonemic awareness score of 42.58, interpreting a moderate level of awareness. After the intervention, the learners attained a mean of 56.53, also interpreted as a moderate level of awareness. The analysis revealed a significant improvement in letter sound fluency and blending skills between the pre-test and post-test assessments. However, no significant difference was observed in terms of segmenting. In conclusion, this study demonstrated the effectiveness of incorporating play-based activities in enhancing the phonemic awareness of kindergarten learners. It is recommended that these activities be integrated into instructional practices to further develop phonemic skills, which serve as a crucial foundation for more advanced literacy skills.
Yee BC, Samad NAA, 2019, Use of Hand Gestures through Digital Video to Improve Phonemic Awareness among Year 2 Pupils. Journal of English Education, 4(1): 38–47.
Yin H, Keung CPC, Tam WWY, 2021, What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning? Early Childhood Education Journal, 2021: 1–12.
Alam MJ, 2022, Influence of Play-Based Learning in Early Childhood Education (ECE) in Bangladesh: Lessons from Japan. Asia-Pacific Journal of Research in Early Childhood Education, 16: 203–229. https://doi.org/10.17206/apjrece.2022.16.2.203
Pyle A, Pyle MA, Prioletta J, et al., 2020, Portrayals of Play-Based Learning: Misalignments among Public Discourse, Classroom Realities, and Research. American Journal of Play, 13(1): 53–86.
Groth K. In What Ways Can Phonemic Awareness Skills be Targeted Strategically in Early Childhood Classrooms to Support Healthy Developmental Growth? 2020, Concordia University.
Kenner BB, Terry NP, Friehling AH, et al., 2017, Phonemic Awareness Development in 2.5- and 3.5-Year-Old Children: An Examination of Emergent, Receptive, Knowledge and Skills. Reading and Writing, 30: 1575–1594.
Clemens NH, Lee K, Henri M, et al., 2020, Growth on Sublexical Fluency Progress Monitoring Measures in Early Kindergarten and Relations to Word Reading Acquisition. Journal of School Psychology, 79: 43–62.
Partridge J. The Impact of Explicit Phonemic Awareness Instruction in a Kindergarten Classroom. 2022, St. Catherine University.
Coulter-Glazier M. Teaching Phonemic Awareness and Predicting Future Reading Success. 2022, Bethel University.
Utami AD, Fleer M, Li L, 2020, Shift in Teachers’ Pedagogical Practices in Play-Based Programme in Indonesia. International Journal of Early Years Education, 28(4): 397–412.
Papadakis S, Kalogiannakis M. Mobile Learning Applications in Early Childhood Education. 2019, IGI Global, Pennsylvania.
Benna UG. Industrial and Urban Growth Policies at the Sub-National, National, and Global Levels. 2019, IGI Global, Pennsylvania.
Saliya CA. Social Research Methodology and Publishing Results: A Guide to Non-Native English Speakers: A Guide to Non-Native English Speakers. 2023, IGI Global, Pennsylvania.