<![CDATA[This study aims to analyze teachers' reflective experiences in implementing Play-Based Learning at Sparks Preschool Bintaro, a school that adopts Finnish and Singaporean curricula. The research employed a qualitative approach with Creswell's phenomenological design. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis was conducted through the stages of data managing, reading and memoing, describing, classifying and interpreting, and representing and visualizing. The findings revealed five main themes: (1) teachers perceive Play-Based Learning as a child-centered learning philosophy; (2) learning activities are intentionally planned based on children's learning modalities and developmental needs; (3) teachers act as flexible facilitators by making adaptive pedagogical decisions according to children's emotional conditions; (4) teachers practice Reflection-in-Action to respond immediately to classroom challenges; and (5) teachers practice Reflection-on-Action to evaluate instructional strategies and learning materials. Reflective practice contributes to improving the quality of Play-Based Learning while strengthening teachers' professionalism by shifting their focus from achieving learning outcomes to supporting children's developmental processes. This study highlights the importance of fostering a reflective culture and collaborative teacher learning communities to optimize the implementation of Play-Based Learning.]]>
