<![CDATA[This study aimed to analyze the effectiveness of the Conceptual PlayWorld approach in improving early childhood education (ECE) teachers’ competence in science teaching. This explanatory sequential mixed-methods study involved four early childhood teachers participating in a Conceptual PlayWorld professional development program. Using an explanatory sequential mixed-methods design, the research involved four ECE teachers as participants. Quantitative data were collected through a pre–posttest questionnaire consisting of 10 items measuring science teaching competence in play-based contexts. Qualitative data were obtained through participatory observations, semi-structured interviews, and teachers’ reflective notes. The results demonstrate an increase in teachers’ average competence scores from 2.85 (low category) to 4.10 (high category). A paired sample t-test confirmed a significant improvement (t = 4.73, p < .05). Qualitative findings revealed three major themes: (1) increased teacher confidence in responding to children’s scientific questions; (2) enhanced ability to design imaginative play-based activities to connect scientific concepts; and (3) shifts in teachers’ attitudes toward science teaching, viewing it as enjoyable and contextually meaningful. The study concludes that the Conceptual PlayWorld approach effectively strengthens conceptual understanding, pedagogical competence, and teachers’ readiness to integrate play-based science activities in early childhood settings. The findings highlight the need for continuous professional development and the establishment of mentoring models that support play-based science inquiry for ECE teachers in Indonesia. Although the intervention focused primarily on science learning, the findings demonstrate the potential of Conceptual PlayWorld to support integrated STEAM pedagogies by connecting scientific inquiry with storytelling, creativity, problem-solving, and interdisciplinary thinking.]]>
