Teachers’ Perception of Integrating Play-Based Learning in Early Science
Keywords:
Early science; Play-based learning; Module Development; PreschoolAbstract
This study investigates the key challenges faced by preschool teachers in delivering Early Science education and highlights the need for a systematically designed play-based learning (PBL) module. It also evaluates the necessity for structured teaching resources such as guides, activity templates, and training tools. A survey research design with a quantitative approach was employed. A total of 300 preschool teachers from Sabah, Malaysia, were selected through simple random sampling. Data was gathered using a modified version of the Needs Assessment Questionnaire, focusing on the challenges in teaching early science and the teachers' perceptions of the necessity for a PBL module. Descriptive analysis using SPSS version 28.0 revealed that the teachers encountered difficulties mastering the science content, selecting appropriate teaching strategies, managing instructional time, and effectively implementing play-based techniques. The findings highlight a significant demand for organized and play-based teaching materials in line with the National Preschool Standard Curriculum (KSPK) and the Malaysia Education Blueprint 2013–2025, both of which emphasize holistic, child-centered, and inquiry-based learning. The novelty of this study lies in its proposal for a play-based early science module that supports STEM in early childhood education. The study also contributes to future research by recommending the design and pilot implementation of the module to evaluate its impact on teacher effectiveness and student learning. Furthermore, it calls for collaborative efforts among policymakers, teacher educators, and curriculum developers to ensure equitable access to quality early science education for all preschool children.
https://doi.org/10.26803/ijlter.24.7.5
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