Enhancing Preschool Developmental Readiness Through Play-Integrated Constructivist New-Wave Pedagogy

Early childhood education research continues to emphasize the importance of developmentally appropriate instruction in preparing learners for formal schooling. This study evaluated the effectiveness of a play-integrated constructivist new-wave pedagogical intervention in improving developmental readiness among preschool learners. Using a quasi-experimental action research design, the study involved 23 preschool learners at Allang Elementary School, West District, Schools Division Office of Ligao. The intervention consisted of an eight-week structured play-based instructional module grounded on constructivist learning principles. Results revealed statistically significant improvement in developmental readiness across cognitive, language, motor, and socio-emotional domains (p < 0.05). The intervention demonstrated strong practical significance as indicated by Cohen’s d effect size analysis. The findings provide empirical support for structured play-integrated pedagogy in public preschool education contexts.