Play-Based Learning in Qinghe Kindergarten: Reassessing the Learning Quality of Chinese Early Childhood Education

Abstract

This study examined the implementation of play-based learning strategies at Qinghe Kindergarten in Jiaxing City, China, to reassess learning quality in early childhood education. A quantitative descriptive-correlational design was used, involving total enumeration of 43 teachers and 3 administrators. Data were collected through a self-constructed survey questionnaire assessing teacher demographics, play-based strategies, classroom environment, and learning quality. Findings showed that most teachers were female, aged 31-40, held bachelor's degrees in education, and had 6-10 years of experience. Play-based strategies were frequently employed, with evident classroom support through physical setup, materials, and time allocation, though enhancements were needed. Learning quality was rated high, reflecting strong child engagement, developmentally appropriate outcomes, and effective instruction. Weak correlations existed between demographics and implementation, except for teaching experience, which positively influenced alignment with learning goals and instructional effectiveness. A modest positive relationship emerged between classroom environment and learning quality. The study concludes that targeted professional development and resource improvements can optimize play-based learning, leading to enhanced early childhood education outcomes. It recommends an implementation plan focused on teacher training, parental involvement, and curriculum alignment to foster sustainable pedagogical advancements.