Abstract:
This study examines the critical role of play in fostering child-centred learning within 30
preschools situated in Batticaloa Central, Sri Lanka. It seeks to identify the range and nature
of play activities employed by preschool teachers, analyse how play-based approaches
facilitate the holistic development of cognitive, social, emotional, and physical domains, and
explore educators’ perceptions and challenges in implementing play as a pedagogical strategy.
Utilising a mixed-methods research design, data were collected through structured surveys, systematic
classroom observations, and semi-structured interviews with teachers from the selected
preschools. The findings demonstrate that varied forms of play, including symbolic, constructive,
and socio-dramatic play, effectively promote children’s active engagement and meaningful
learning experiences, which are essential components of child-centered pedagogy. Teachers
generally recognise the pedagogical value of play in supporting developmental milestones and
facilitating intrinsic motivation; however, they face significant challenges such as limited availability
of play materials, prescriptive curriculum requirements, and cultural perceptions that
often prioritise academic instruction over play. These barriers impede the full realisation of
play as an integral teaching tool in the preschool context. The study recommends targeted interventions,
including professional development for teachers, curriculum reforms that incorporate
play-based learning more explicitly, and community awareness programs to shift cultural attitudes
towards valuing play in early childhood education. By addressing these issues, preschools
in Batticaloa Central can enhance child-centred learning environments and support children’s
comprehensive development, consistent with international early childhood education standards
such as UNICEF (2019) and National Association for the Education of Young Children (2020).
