Play-Based Methods Improve Kindergarten Children's Reading, Writing, and Arithmetic Skills, Study Reveals Teachers' Role
Teachers' efforts to improve reading, writing, and arithmetic (calistung) skills in early childhood have proven effective when implemented through play. This finding was revealed by Tomi Bidjai, along with Mesniati Sholihah, Zulfa Nursifah, and Farah Manda Satya Latuba from Muhammadiyah University of Luwuk in a study published in 2026 in the International Journal of Integrative Research. The study highlighted learning practices at Palam State Kindergarten and demonstrated that a playful approach can increase children's interest and participation in learning. This research is important because early childhood education is the primary foundation for cognitive development. Basic skills such as reading, writing, and arithmetic not only provide academic foundation but also determine a child's readiness for the next level of education.
Background: The Golden Age of Child Development
Early childhood is in the "golden age," a period when brain development is rapid. During this stage, children are highly responsive to environmental stimulation, including language and number learning. However, introducing reading, writing, and arithmetic cannot be done as it is in elementary school. Overly formal learning risks suppressing children's psychological development. Therefore, an appropriate approach is fun, gradual, and play-based learning. At Palam State Kindergarten, researchers found that children's abilities varied widely. Some children were already able to recognize letters and numbers well, while others still struggled. This difference encouraged teachers to implement flexible and creative learning strategies.
Methodology: Observing Real-Life Classroom Practices
This study used a descriptive qualitative approach to describe the learning process directly in the field.
Data were collected through:
-observations of classroom learning activities
-in-depth interviews with teachers
-documentation in the form of lesson plans and children's work
The research subjects included the class teacher as the primary informant, along with the principal and learning documents as supporting materials. Data analysis was conducted in stages by selecting, presenting, and drawing conclusions from the findings in the field.
Key Findings: Creative Strategies to Improve Children's Reading, Writing, and Arithmetic
This study identified several key strategies teachers use to improve children's reading, writing, and arithmetic skills:
1. Reading Through Play
Teachers use a variety of engaging methods, such as:
-letter card games
-reading picture books
-singing alphabet songs
This approach makes children more interested in learning without feeling pressured. Children are also introduced to letters through their own names to make them easier to understand.
2. Writing Begins with Fine Motor Skills
Writing skills are not taught directly, but begin with activities such as:
-drawing
-coloring
-threading
After that, children are introduced to simple letter writing. Teachers provide direct guidance and positive reinforcement to build children's confidence.
3. Counting with Real Objects
Number learning is carried out concretely, for example by:
-counting the number of friends or objects in the classroom
-using number blocks
-playing while singing
This approach helps children understand the concept of numbers in a concrete, rather than abstract, way.
4. Engaging Learning Media
Teachers utilize various media such as:
-letter and number cards
-picture story books
-objects from the environment
Visual and interactive media have been shown to increase children's interest in learning.
Challenges: Differences in Ability and Family Support
Although effective, this study also identified several obstacles.
Some of these include:
-differences in learning abilities between children
-limited support from the family environment
-limited learning time
To address this, teachers implement an individual approach and provide special support for children who need it. Furthermore, communication with parents is strengthened so that the learning process can continue at home.
Implications: Learning Models for Early Childhood Education
The findings of this study have broad implications, especially for early childhood education. According to Tomi Bidjai from Muhammadiyah University of Luwuk, learning to read, write, and count (reading, writing, and counting) must be carried out in stages and in a fun way to align with children's developmental stages. A play-based approach has been proven to not only improve skills but also maintain children's emotional well-being.
Several important implications:
For education:
The Early Childhood Education curriculum needs to emphasize play-based learning, rather than a rigid academic approach.
For parents:
Family involvement is crucial in supporting children's literacy development at home.
For public policy:
Support for facilities and teacher training is needed so that creative learning methods can be widely implemented.
Academic Citation
The research team from Muhammadiyah University of Luwuk emphasized that learning to read, write, and count in early childhood "must be carried out in stages, in a fun way, and in accordance with the child's developmental stage."
Author Profiles
Tomi Bidjai – Principal Researcher, Muhammadiyah University of Luwuk; field of early childhood education
Mesniati Sholihah – Researcher, Muhammadiyah University of Luwuk; Elementary Education
Zulfa Nursifah – Researcher, Muhammadiyah University of Luwuk; Learning Development
Farah Manda Satya Latuba – Researcher, Muhammadiyah University of Luwuk; Early Childhood Education
Research Sources
Bidjai, T., Sholihah, M., Nursifah, Z., & Latuba, F. M. S. (2026). Teachers' Efforts to Improve Early Childhood Reading, Writing, and Arithmetic Skills at Palam State Kindergarten. International Journal of Integrative Research (IJIR), Vol. 4 No. 3, pp. 185–190.
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