Volume : 12, Issue : 3, MAR 2026

PROMOTE PEER ENGAGEMENT AND INCLUSION THROUGH PLAY FOR PRESCHOOLERS IN THE CLASSROOM SETTINGS

ROWELA A. NEMIL, EDD, LOURDESITA L. MAYOL, EDD, ELOVISA R. ANDAN, EDD, JIRLY ANN G. LA ROSA, EDD, JERLEN T. CLAUDEL, EDD, MARILYN M. MIRANDA, EDD, DPA

Abstract

This study examined the effectiveness of a structured play-based intervention in promoting peer engagement and inclusion among preschoolers at Pardo Elementary School in A. Gabuya St. , Pardo Cebu City Philippines. Anchored on Vygotsky’s Social Development Theory and supported by Bandura’s Social Learning Theory, the research employed a mixed methods quasi-experimental design. Quantitative data were collected through pre-test and post-test classroom observations measuring peer interaction frequency, cooperative behaviors, and inclusion levels. Qualitative data were gathered through semi-structured interviews with teachers and parents. Results showed significant improvement in peer interaction frequency (from M=2.3 to M=4.1), cooperative behaviors (from 45% to 78%), and inclusion scores (from 52% to 85%). Teachers and parents reported enhanced confidence, reduced social isolation, and improved communication skills among children. The findings demonstrate that structured play-based strategies significantly enhance inclusive classroom dynamics.

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 2

Number of Downloads : 62

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