Abstract
This study examines the intersection of leadership and pedagogy in early childhood education (ECE), specifically focusing on the challenges and strategies associated with implementing play-based learning within structured frameworks. Through qualitative research, it explores how policies impact play-based pedagogy from the perspectives of teachers and administrators, identifies the leadership challenges faced in balancing compliance with creativity, and proposes strategies for supporting play-based approaches. The study highlights the need for policy reforms to better align administrative frameworks with pedagogical freedom and empower educators to innovate within the constraints of regulatory environments. By using Policy Enactment Theory as a lens, the research offers insights into how educational leaders can support play-based learning while adhering to policies, contributing to the broader discussion on early childhood education reform.
