Enhancing Early Childhood Literacy Through Play-Based Learning: A Study at RA Sa'adatuddarain

Abstract

This research aims to explore the implementation of play-based learning to enhance early childhood literacy skills at RA Sa'adatuddarain. Early childhood education is a critical stage in a child's development, as it sets the foundation for future learning and social skills. The study was conducted in a classroom setting at RA Sa'adatuddarain, focusing on how play-based activities could foster better language development, reading, and writing skills among young learners. The research employed a qualitative approach, using classroom observations, interviews with teachers, and an analysis of students' progress over the course of several weeks.

The findings indicate that incorporating play-based learning strategies, such as storytelling, interactive games, and creative role-play, significantly improved children's engagement with literacy activities. Students exhibited increased interest in books, better comprehension of simple stories, and enhanced vocabulary retention. Moreover, teachers reported greater student participation and enthusiasm during learning sessions. The study also revealed that play-based learning created a more inclusive and interactive environment, allowing children to learn at their own pace while developing social skills and confidence.

Based on the results, the study recommends that RA Sa'adatuddarain, as well as other early childhood institutions, integrate more play-based methods into their curricula to support holistic development. The research underscores the importance of adapting educational strategies that are both fun and effective, catering to the unique learning needs of young children