{"id":228483,"date":"2026-04-22T13:38:07","date_gmt":"2026-04-22T10:38:07","guid":{"rendered":"https:\/\/azbuki.bg\/?p=228483"},"modified":"2026-04-22T13:38:07","modified_gmt":"2026-04-22T10:38:07","slug":"study-on-teachers-attitudes-towards-the-use-of-games-in-the-educational-process-at-preschool-and-primary-school-age","status":"publish","type":"post","link":"https:\/\/mathinfo.azbuki.bg\/en\/uncategorized\/study-on-teachers-attitudes-towards-the-use-of-games-in-the-educational-process-at-preschool-and-primary-school-age\/","title":{"rendered":"Study on Teachers\u2019 Attitudes towards the Use of Games in the Educational Process at Preschool and Primary School Age"},"content":{"rendered":"

Dimona Yaneva<\/strong><\/p>\n

Burgas State University \u201cProf. Dr. Assen Zlatarov\u201d (Bulgaria)<\/em><\/p>\n

https:\/\/doi.org\/10.53656\/ped2026-2s.03<\/a><\/p>\n

Abstract.<\/strong> This paper presents the pedagogical attitudes towards the use of games as an educational tool in preschool and primary school education. A survey conducted among practicing teachers examined and analyzed their perceptions regarding the role of game-based methods in the learning process, their effectiveness, applicability, and influence on children\u2019s and pupils\u2019 motivation and socio-emotional development. The results indicate that the majority of the surveyed educational specialists perceive games as a significant resource for stimulating interest in learning, fostering creativity, communicative skills, and critical thinking. The study highlights the need for targeted teacher training in the application of game-based approaches, the provision of methodological support, and the creation of a favorable educational environment that encourages the integration of play as a natural part of the educational process.<\/p>\n

Keywords: <\/em>games, educational process, preschool age, primary school age, functional literacy, digital competence<\/p>\n

Introduction<\/strong><\/p>\n

Education in preschool and primary school plays a crucial role in shaping the skills and attitudes necessary for full participation in social and cultural life. At this stage of children\u2019s development, teaching must be adapted to their age-specific characteristics, with priority given to approaches that engage their activity and imagination.<\/p>\n

Learning through play has been established as a particularly appropriate and effective method that combines cognitive activity with emotional experience and social interaction. Play offers opportunities for learning through action and collaboration, while simultaneously supporting the child\u2019s overall development. It creates conditions for the formation of key competences within a positive, supportive, and motivating environment.<\/p>\n

Despite the potential of game-based methods, their actual effectiveness largely depends on teachers\u2019 professional attitudes towards this type of instruction. The present study aims to examine the attitudes of preschool and primary school teachers regarding the use of games in pedagogical practice, how they perceive the role of play, and the extent to which they integrate it into their work. Through a survey, the study seeks answers to questions related to the frequency and methods of implementing games, the effectiveness of their use, as well as existing challenges and needs expressed by educators. The research aims to outline the current state of game integration in educational practice and to propose opportunities for improving pedagogical approaches in preschool and primary school education.<\/p>\n

Theoretical Rationale of the Problem<\/strong><\/p>\n

The primary goal of preschool and primary education is to prepare children and young pupils for active and meaningful participation in life. It goes beyond the acquisition of knowledge, emphasizing the development of skills needed to address the challenges of the modern world (Vasileva, 2007). In this context, innovative approaches are gaining increasing importance, among which learning through play holds a special place. This approach stimulates children\u2019s interest and supports their cognitive, emotional, and social development.<\/p>\n

Preschool age represents a key stage in building these skills. The kindergarten plays a significant role in fostering functional literacy through games and targeted pedagogical activities (Dimitrova, 2021). Educational games create familiar and accessible situations that encourage children to participate actively in the educational process. Through play, they learn with interest and motivation, independently discovering and acquiring new knowledge (Dimitrova, 2019).<\/p>\n

A smooth transition to school education requires not only the accumulation of knowledge but also the development of psychological and social readiness. When preschool children have the opportunity to learn through play, they not only master educational content but also develop self-regulation, attention, cooperation, and problem-solving skills \u2013 abilities that facilitate their adaptation to primary school.<\/p>\n

Although in primary school play is no longer the leading activity, it remains important for sustaining pupils\u2019 motivation, interest, and engagement. During this period, which Jean Piaget defines as the \u201cstage of concrete operations,\u201d children\u2019s thinking becomes more flexible, logical, and capable of handling concrete concepts and regularities (Salkind, 2002). Nevertheless, they still require experiences linked to real-life situations and a playful context to internalize new knowledge. Game elements in the learning process act as a bridge between children\u2019s spontaneity and the formal requirements of school education.<\/p>\n

Methodology<\/strong><\/p>\n

Within the framework of the outlined theoretical background, the need arises for an empirical study of teachers\u2019 attitudes towards the use of games in the educational process at preschool and primary school levels. To determine how game-based approaches are actually perceived and implemented in educational practice, a survey was conducted among teachers working in the preschool and primary education system in Bulgaria.<\/p>\n

The analysis is based on the participation of 328 pedagogical specialists from across the country. The study was carried out through an online questionnaire created using Microsoft Office 365 Forms. It included both closed and open-ended questions addressing various aspects of using games as an educational tool.<\/p>\n

The questionnaire was designed to collect information regarding the frequency of game use in the educational process, preferred types of games, and possible difficulties teachers encounter when implementing them. It also examined the need for additional materials and resources, as well as the degree of accessibility to such resources under different institutional conditions. Special attention was devoted to the use of information technologies-such as the integration of interactive platforms, educational applications and software, and programmable devices, which are increasingly used in innovative teaching.<\/p>\n

The survey additionally included questions about participants\u2019 age, the location of the institution where they work, the type of institution, and their teaching experience. These demographic characteristics enable a more precise analysis and allow for the identification of relationships between teachers\u2019 experience, work context, and their attitudes towards game-based approaches in education.<\/p>\n

The design and implementation of the study on teachers\u2019 attitudes towards the use of games in the educational process followed several consecutive stages:<\/p>\n

    \n
  1. Preparatory stage \u2013 This stage involved a theoretical review of existing literature and practices related to the use of games in preschool and primary school education. Based on this review, the main objectives and tasks of the study were formulated. The questionnaire was developed and then converted into a digital format to facilitate distribution and accessibility.<\/li>\n
  2. Empirical stage \u2013 During this stage, the survey was conducted among teachers working in preschool and primary school education in various locations across the country. Data collection was carried out online, and participation in the survey was anonymous and voluntary. The sample included 328 respondents at the time of analysis, with the questionnaire remaining active.<\/li>\n
  3. Analysis of results \u2013 After collecting the primary data, both quantitative and qualitative analyses were conducted. The data were processed in accordance with the main research questions, and trends, recurring responses, and significant differences in attitudes were identified.<\/li>\n
  4. Conclusions \u2013 Based on the analysis, recommendations were formulated to improve pedagogical practice related to the use of games in teaching. The study provides grounds for developing proposals aimed at methodological support, enhancing teachers\u2019 qualifications, and promoting more effective integration of educational technologies and game-based resources in early education. If needed, and with an expanded sample, additional modifications or additions to the survey instrument may be made.<\/li>\n<\/ol>\n

    Analysis of Results<\/strong><\/p>\n

    To determine the extent to which game-based methods are integrated into pedagogical practice, survey participants indicated how often they use games in the educational process. The aim is to outline the actual frequency of implementing game-based activities in the work of teachers in preschool and primary school education. Respondents could choose from options ranging from \u201cevery day\u201d to \u201cdo not use\u201d.<\/p>\n

    The results (Fig. 1) show that a significant proportion of respondents use games frequently: 38%-every day, and 36%-several times a week. This indicates that the majority incorporate games at least once a week, reflecting their stable presence in educational practice. The options \u201conce a week\u201d and \u201cless often\u201d were selected by 12% and 11% respectively, while only 3% reported not using games, confirming the generally positive attitude of educational professionals towards game-based approaches.<\/p>\n

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    Figure 1.<\/strong> Frequency of game use in the educational process (%)<\/p>\n

    To identify the types of games most frequently used by teachers in preschool and primary school education, participants were allowed to select more than one response. This approach makes it possible to determine the preferred forms of game-based activities and their role in the educational process.<\/p>\n

    The data (Fig. 2) indicate that digital and movement-based games are the most commonly used, each reported by 28% of respondents. These are followed by role-playing games at 24%, which play an important role in developing communication and social skills. Board games are used by 17% of respondents and contribute to the development of logical thinking and problem-solving abilities.<\/p>\n

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    Figure 2.<\/strong> Types of games most frequently used (multiple responses allowed)<\/p>\n

    For this question, respondents were able to select more than one answer. The results confirm that teachers apply a variety of game-based approaches, combining traditional and modern resources according to the age, interests, and needs of the children. Particularly noteworthy is the high level of integration of digital games, indicating a readiness to adapt to the technological possibilities of contemporary education.<\/p>\n

    To identify potential barriers to the use of games, participants were asked whether they encounter difficulties in implementing them. The results (Fig. 3) show that 53% do not experience such difficulties, suggesting that game-based approaches are well-known and relatively easy to integrate. Conversely, 47% report challenges, related to factors such as limited resources or lack of time. Although most educators feel confident in applying games, a significant proportion require additional support to enhance the effectiveness and sustainability of game-based methods.<\/p>\n

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    Figure 3.<\/strong> Difficulties encountered in using games in practice<\/p>\n

    In addition to the question regarding difficulties in implementing games, surveyed teachers were invited to specify the particular obstacles they encounter (Fig. 4). The most frequently cited challenge is the lack of time, associated with an intensive curriculum, administrative workload, and the need to achieve educational objectives within a limited timeframe. The second most common barrier is the lack of sufficient resources \u2013 such as educational materials, technological equipment, and a variety of game-related tools. Furthermore, the absence of a clear methodological framework and practical guidelines also hinders the planning and implementation of game-based activities.<\/p>\n

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    Figure 4.<\/strong> Types of difficulties encountered in applying games<\/p>\n

    The purpose of the question \u201cDo you develop additional educational resources and games?\u201d is to determine the extent to which teachers actively create their own materials and games tailored to the needs of children\/students (Fig. 5). The responses provide insight into the initiative and adaptability of educational professionals to the demands of contemporary education.<\/p>\n

    The results show that a significant proportion of respondents (78%) develop additional educational resources. This can be viewed as an indicator of high engagement and professional activity, as well as a commitment to personalizing instructional content and teaching methods. The creation of original materials often reflects the need to supplement or adapt existing resources to the specific interests and characteristics of the children.<\/p>\n

    Conversely, 22% of respondents report not developing such resources, which may be due to a lack of time, methodological preparation, or technical skills. This proportion corresponds to the previously mentioned challenges related to resource availability and the need for support.<\/p>\n

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    Figure 5.<\/strong> Development of additional educational resources and games for children\/students<\/p>\n

    The availability of appropriate materials and resources is essential for the effective implementation of game-based methods in pedagogical practice. The question \u201cDo you have access to sufficient materials and resources for conducting games?\u201d (Fig. 6) examines whether teachers possess the necessary means to organize and carry out games in the educational process.<\/p>\n

    The results show that only 37% of respondents report having all the resources needed for implementing game-based activities. This indicates that just over one-third of teachers are fully equipped, which is a relatively low proportion, especially given the high frequency of game use reported in previous questions.<\/p>\n

    The largest group \u2013 43% state that they have some materials, but they are insufficient. This finding aligns with trends identified in open-ended responses, where many teachers noted creating their own resources to compensate for shortages. A total of 13% report lacking even basic resources, which presents a serious obstacle to the use of game-based methods.<\/p>\n

    A small but notable share (1%) explicitly state that they do not use games due to a lack of materials, while 3% report not using games at all, regardless of resource availability.<\/p>\n

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    Figure 6.<\/strong> Access to sufficient materials and resources for conducting games<\/p>\n

    These findings highlight the need for improved material provision in educational institutions, as well as the creation of mechanisms for sharing and accessing high-quality, ready-to-use game-based resources. In the context of contemporary requirements for creativity and active learning, the resource base should be regarded as a key factor for the successful implementation of game-based approaches.<\/p>\n

    The question \u201cWould you like to have developed resources that would enable you to organize children\u2019s\/students\u2019 games more effectively and easily?\u201d (Fig. 7) examines teachers\u2019 need for additional materials to facilitate the use of game-based methods in daily practice.<\/p>\n

    A total of 93% of respondents indicated that they would like to have ready-made resources to support the organization and delivery of games, thereby saving time and simplifying planning. Only 7% reported no such need, suggesting either sufficient existing resources or a preference for independently developing materials.<\/p>\n

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    Figure 7.<\/strong> Interest in developed resources for more effective and easier organization of games<\/p>\n

    These results should be viewed as an indication of the need to develop and provide specialized, methodologically grounded resources tailored to the age-specific characteristics of children and students, educational requirements, and the digital environment. The high proportion of positive responses underscores that teachers not only recognize the benefits of play but also seek ways to apply it more systematically through resource support.<\/p>\n

    To identify teachers\u2019 specific needs regarding resources for more effective implementation of game-based methods, participants were allowed to select more than one answer to the question: \u201cWhat resources would you like to have for more effective use of games?\u201d<\/p>\n

    The results reveal clear priorities related to both the material base and professional support. Physical materials \u2013 such as cards, puzzles, and similar resources \u2013 were the most frequently mentioned (30%), confirming the ongoing need for diverse and high-quality game-based tools. An equal proportion (30%) expressed interest in digital applications and software, highlighting the importance of modern technologies in education, including interactive platforms, programmable environments, and other digital solutions that foster active learner engagement.<\/p>\n

    Methodological guidelines and manuals were identified by 19% of respondents, indicating the necessity for clearly structured and applicable strategies for using games for educational purposes. Such resources would facilitate the planning and implementation of game-based activities in alignment with educational goals. Additionally, 18% noted the need for further training, reflecting a desire to enhance professional competence and to become acquainted with new techniques and tools for applying games in teaching.<\/p>\n

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    \nFigure 8.<\/strong> Preferred resources for more effective game implementation<\/p>\n

    These results emphasize that teachers seek combined support \u2013 both material and methodological \u2013 which could be achieved through the development of integrated strategies for professional development and the exchange of best practices within the educational system.<\/p>\n

    Following these questions, the survey moved towards a deeper exploration of teachers\u2019 pedagogical understanding of the impact of games on the development of children\/students.<\/p>\n

    In the educational process, play not only motivates and engages but also contributes to the development of key skills that go beyond the traditional acquisition of knowledge. One of the main educational objectives, particularly significant in the contemporary context, is the development of functional literacy. This concept encompasses an individual\u2019s ability to apply their knowledge in real-life situations, to think critically, to solve problems, and to adapt to a changing environment.<\/p>\n

    Before assessing the extent to which the surveyed teachers recognize play as a tool for developing functional literacy, they were asked a diagnostic question: \u201cHow do you understand the term \u2018functional literacy?\u201d<\/p>\n

    The aim of this question is to reveal how teachers themselves interpret the concept \u2013 whether they associate it with basic literacy, with the practical application of knowledge, or with broader cognitive and social skills. The responses allow for an analysis of pedagogical perceptions and the level of awareness regarding one of the key quality indicators in education.<\/p>\n

    The most frequently observed themes in the responses include:<\/p>\n