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Early Childhood Curriculum Innovation: Balancing Play-Based Learning with Foundational Literacy and Numeracy

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  • Dr. Ernel Saligumba Merano

    (PGE Consultancy and Learning Center &)

Abstract

This study analyses early childhood curriculum innovation with a focus on integrating play-based learning with foundational literacy and numeracy. Data from 430 educators across Australia, the Philippines, and the UAE were examined using descriptive statistics, chi-square tests, and qualitative feedback. Results show that most educators are mid-career females, with limited entry-level or male staff, highlighting workforce diversity gaps. Professional qualifications are varied, with many pursuing Certificate III, reflecting strong ongoing development. Play-based approaches are widely adopted (88.4%), with frequent integration of literacy and numeracy, particularly through counting games, storytelling, and role play. Educators overwhelmingly perceive play as enhancing engagement (93%) and academic growth (93%), with statistical tests confirming consistency across perceptions. Observations of children aged 2–5 indicate strong developmental outcomes, especially in numeracy, literacy, and socio-emotional skills. Challenges include balancing play with academics, while enablers such as resources, leadership, and professional development support effective hybrid curriculum implementation.

Suggested Citation

  • Dr. Ernel Saligumba Merano, 2025. "Early Childhood Curriculum Innovation: Balancing Play-Based Learning with Foundational Literacy and Numeracy," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 7683-7703, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-9:p:7683-7703
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    References listed on IDEAS

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    1. Angela Pyle & Christopher DeLuca, 2017. "Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 457-466, September.
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