TITLE

Play-Based Learning Interventions and Psychomotor Development Among Daycare Learners

AUTHORS

Sheena B. Calora
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: calorashen@gmail.com

Josephine G. Maningas
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: josephine.maningas@perpetualdalta.edu.ph

JOURNAL INFORMATION

QualiSearch Journal of Educational Research and Practice
Volume 2, Issue 3, March 2026
ISSN 3082-5636

DOI

DOI: Pending Crossref registration

ABSTRACT

This study examined the effectiveness of play-based learning interventions in enhancing the psychomotor development of daycare learners within selected centers in Bacoor City. Grounded in a quantitative research design, the investigation focused on how structured play activities—specifically physical, imaginative, and sensory play—contribute to spatial awareness and motor skill development among children aged 3 to 5 years. The study involved 52 daycare teachers selected through purposive sampling, who provided observational data on learners’ developmental outcomes. A researcher-developed questionnaire, validated and tested for reliability using Cronbach’s alpha, served as the primary instrument. Data were analyzed using weighted mean, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho to determine differences and relationships among variables. Findings revealed that play-based interventions had a high level of effectiveness in promoting psychomotor development, particularly in areas such as hand-eye coordination, balance, and manual dexterity. Sensory play was found to strongly support emotional regulation, while imaginative play demonstrated a notable association with fine motor skill development. Significant differences were observed in the effectiveness of interventions when grouped according to demographic variables such as age, sex, educational attainment, and length of service. Moreover, statistically significant correlations were identified between types of play-based activities and both gross and fine motor skills. These results underscore the importance of integrating structured play-based strategies in early childhood education to support holistic psychomotor development and inform the design of targeted intervention programs.

Keywords: play-based learning, psychomotor development, daycare learners, spatial awareness, early childhood education

CITATION (APA FORMAT)

Calora, S. B., & Maningas, J. G. (2026). Play-based learning interventions and psychomotor development among daycare learners. QualiSearch Journal of Educational Research and Practice, 2(3).

Corresponding Author

Sheena B. Calora (calorashen@gmail.com)

This article is licensed under a Creative Commons Attribution 4.0 International License.

Published: March 2026