Abstract:
The academic achievement of children aged 3 to 5 is crucial to their future. Play shows a vital role in helping preschool children develop the concepts and skills necessary for later academic achievement. Early childhood education is increasingly important, and preschool teachers must incorporate play-based learning activities in their classrooms. In this context, teachers have a significant responsibility in designing and implementing effective play-based learning experiences. The aim of this research is to examine how preschool teachers use play-based classroom activities, teachers‟ perceptions of using them, and children‟s participation in these activities in the Batticaloa district of Sri Lanka. It also shows the methods preschool teachers employ in their play-based learning activities in the Batticaloa district of Sri Lanka. This research used qualitative research methods, which focus on understanding the meanings, experiences, and perceptions that participants express. Interviews were conducted to gather the qualitative data. The research involved 26 preschool teachers and eight preschool administrators. Many challenges were identified to improve play-based learning activities for young learners. including: inadequate resources, especially play-based learning tools and toys, technological aids, and insufficient training programs. Despite these challenges, the study found that the government and administrators provided preschool teachers with some support, including supervision, resource allocation, and other forms of support. Additionally, the research recommended that all preschool teachers participate in a National Preschool Teachers Training program.
