Igniting Academic Excellence Using Transformative Play-Based Kindergarten Libraries

Abstract

The integration of play and libraries is crucial for effective early childhood education, especially for kindergarten learners. This multiple case studies qualitative research investigates how librarians ignite academic excellence using transformative play-based kindergarten libraries for kindergarteners in public primary schools, considering that play is synonymous with children's learning. Inspired by the Reggio Emilia perspective, the findings reveal a lack of play-based libraries for kindergarteners despite librarians' fair knowledge of suitable strategies. Additionally, librarians lack professional development opportunities, and parental involvement is infrequent. The researcher's recommendations include proactive government measures to establish play-based libraries in primary schools, providing librarians with in-service training for enhanced skills, and fostering a more inviting approach to engage parents in collaborative library projects. Young learners must not be seen as miniature adults when using the library; hence, there is a need to create play-based libraries that jump-start their enthusiasm for the use of the library.