The study examined conceptualisation and implementation of play-based curriculum and pedagogy in early childhood education in preschools in Oromia Regional State. The study employed mixed research method with concurrent triangulation design. A researcher selected the samples of the study by using purposive, availability, stratified and simple random sampling techniques. The data were collected using questionnaires, interviews, focus group discussion and document examination. The data were analysed using descriptive and inferential statistics and narrated simultaneously. The finding of the study showed that the curriculum of early childhood education lacked developmentally appropriateness of individuality, ages, stages, cultural context and meaningfulness to the child. The in-door and out-door activities of children like co-playing, mentoring, coaching and recording day-to-day activities of children were unfit to their diversified needs and unsuccessfully practiced. Play-based curriculum and pedagogical practices in early childhood education did not involve effective communication, collaboration, critical thinking and creativity. Therefore, the facilitators of early childhood education should use systematic scaffolding playful learning of children to ensure quality of instruction through strengthening the qualities of tripartite teachers in preschools in Oromia Regional State, Ethiopia.