Factors Influencing the Implementation of Play-Based Learning in Supporting Elementary School Students' Social-Emotional Development

Abstract

Social-emotional learning (SEL) develops elementary students’ social-emotional competencies (SECs) and holistic education. Play-based learning (PBL), when intentionally facilitated, creates a natural context for integrating SEL. Vietnam has recently implemented education reforms that incorporate PBL integrating SEL in elementary schools, yet a comprehensive understanding of how this integration unfolds remains limited. This study examines factors influencing PBL integrating SEL in elementary schools in Vietnam to better understand the process. Based on a sequential exploratory mixed-methods approach grounded in Vygotsky’s social constructivism and Bronfenbrenner’s ecological system theory, three factor groups were identified: teacher-related, student-related, and learning environment-related, with teachers exerting the most significant influence. Implications for teacher professional development, emphasizing reflective and collaborative teaching to support teachers’ pedagogical capacities and SECs, were discussed. The study offers evidence to inform teacher education researchers, practitioners, and policymakers to promote PBL integrating SEL implementation, aiming to support holistic education in Vietnam, ASEAN, and globally.