Exploring Play-Based Learning in the Eastern Region of Saudi Arabia

Abstract

This study explores the implementation of play-based learning (PBL) within the self- learning curriculum (SLC) in kindergartens across the Eastern Region of the Kingdom of Saudi Arabia (KSA), targeting children aged four to six years. Through semi-structured interviews with 20 kindergarten teachers from diverse settings including cities, governorates, and villages, this research aimed to uncover how PBL is applied in the SLC, the roles teachers play during its application, and the challenges they encounter. The methodology also includes an analysis of photographs, such as classroom photographs and policy analysis related to the SLC, to gain deeper insights into the practical execution of the curriculum and its alignment with PBL principles. Findings reveal a spectrum of practices in implementing PBL, reflecting a combination of adherence to the SLC and Department of Education guidelines, and teachers' innovative strategies to foster an engaging learning environment. Teachers described their roles as facilitators, designers of learning experiences and observers, highlighting the importance of direct instruction in certain instances. Challenges identified include the outdated nature of the SLC, external interference from non-educators—DOE supervisors, kindergarten principals, and mothers of children who are not formally trained in ECE—, and high teacher-child ratios and inadequate environments.