http://41.74.91.244:8080/handle/123456789/633 2026-06-13T05:15:27Z http://41.74.91.244:8080/handle/123456789/5280 Teachers’ use of guided play in early grade settings in the Nanumba North Municipality Alidu, R.A Using a concurrent triangulation design, this study aimed to examine teachers' use of guided play in Early Grade Centre settings in the Nanumba North Municipality. The population for the study consisted of early childhood teachers in the Nanumba North Municipality. A census technique was used to select 100 early childhood teachers for the quantitative phase, while purposive sampling was employed to select 9 headteachers. The instruments used for data collection were a questionnaire for the quantitative phase and a structured interview guide for the qualitative phase. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings revealed that most early childhood teachers recognized the importance of guided play in promoting learners' cognitive, social, and emotional development. However, the effective implementation of guided play was hindered by factors such as large class sizes, lack of adequate teaching and learning materials, and insufficient in-service training. It was also found that while some teachers integrated guided play into their instructional strategies, others lacked the pedagogical knowledge and support to do so effectively. Based on these findings, it is recommended that the District Education Directorate of Nanumba North Municipality should organize regular professional development workshops on guided play methodologies, ensure the provision of adequate teaching and learning resources, and support early childhood teachers in reducing class sizes to facilitate more effective use of guided play in teaching and learning. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) DEPARTMENT OF EARLY CHILDHOOD EDUCATION FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5279 Teachers’ use of information and communication technology tools to facilitate teaching in early childhood centres in the Gomoa Central District Acquaye, E.B. Despite growing emphasis on ICT integration in education, limited understanding exists regarding how early childhood teachers view and use ICT tools in their instructional practices in rural Ghanaian contexts, particularly within resource-constrained environments where infrastructural and sociocultural barriers may impede effective adoption. This study explored teachers‘ use of Information and Communication Technology (ICT) tools to support teaching and learning in Early Childhood Centres in the Gomoa Central District. The study employed qualitative research approach with a case study design guided by the Interpretivists‘ paradigm. Data were collected with the help of a semi-structured interview guide and structured observation checklist. The study employed purposive sampling technique to select 20 participants for in-depth interviews. Data from the field were analysed using thematic analysis. The research explored four key objectives: teachers' views on ICT integration, available ICT tools for instruction, implementation challenges, and existing support systems for effective use. Findings revealed that the teachers view the use of ICT for instructional purposes as beneficial, leading to significant improvements in learner engagement, particularly in literacy, numeracy, and science subjects. However, their experiences were complicated by unreliable electricity supply, alongside sociocultural tensions where parents perceived digital learning as mere entertainment. Smartphones and tablet emerged as the most commonly used ICT tools with radio-based learning resources in the local Fantse language. The study identified challenges spanning inadequate ICT infrastructure, unreliable electricity, limited ongoing professional development for teachers, while highlighting teachers' remarkable resourcefulness in creating informal support networks. The study recommends developing practical digital literacy training programmes, prioritising procurement of affordable portable devices, and institutionalising professional development that blends formal training with peer support networks to enhance effective ICT integration in early childhood education. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba AUGUST, 2025 2025-08-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5278 Teachers’ use of integrated approach of the 2019 Kindergarten curriculum in Kwahu South Municipality Ntim, R. The purpose of this study was to assess teachers‟ use of the integrated approach pedagogy of the 2019 Ghana National Kindergarten Curriculum in Kwahu South Municipality. The study adopted a case study design. the sample for the study was 12 teachers. Purposive sampling technique was used to select the study sample. Observation guide and semi-structured interview guide were the instruments used for the data collection. The data from the study were analysed thematically whereas content analysis was used for the observation data. Findings from the study revealed that the teachers were proficient in using the integrated approach, yet they did not have deeper knowledge of the types of integrated approach pedagogy that they needed to use at different stages of their teaching and learning process. Inadequate classroom blocks, play grounds and equipment, teaching and learning resources were some of the challenges revealed. To improve the use of the integrated approach, adequate classroom blocks, child-friendly play grounds and equipment, teaching and learning resources must be provided to the schools by the Kwahu South Municipal Education Directorate to facilitate early childhood teachers use of the integrated approach in their classrooms. The study concluded that the use of the integrated approach could be successful if the teachers competently use the integrated approach when adequate professional development programmes are offered to the teachers. The research recommends that teachers should be encouraged to attend workshops, conferences, or professional development opportunities focused on integrated teaching strategies. Staying up-to-date with best practices can enhance teachers‟ effectiveness in the use of the integrated approach pedagogy. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba JULY, 2024 2024-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5277 Teachers’ use of play in teaching pre-number activities in early childhood centres in the Berekum Municipality Amfo, C.H. The purpose of the study was to explore teacher’s use of play in teaching pre-number activities at early childhood centres in the Berekum Municipality. A qualitative case study design was employed, involving 15 purposively selected early childhood teachers. Data were collected through semi-structured interviews and analysed thematically. Findings revealed that teachers effectively employ five main play-based strategies: kinesthetic activities, manipulatives, storytelling and role play, group activities and peer learning, and music-based activities. Teachers reported that play enhances engagement, motivation, and holistic development, allowing children to grasp abstract numerical concepts in meaningful and culturally relevant ways. However, gaps in specialised training, limited resources, and space constraints were identified as major challenges. Despite these obstacles, teachers demonstrated resourcefulness by adapting local materials and traditional games to support learning. The study concludes that play-based approaches are essential for fostering early numeracy skills and holistic development. It recommends regular professional development workshops, collaboration with teacher training institutions, resource support, and the creation of platforms for teachers to share best practices. These measures can enhance the effective integration of play in teaching pre-number concepts and provide a strong foundation for future mathematical learning. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education submitted to the school of Graduate Studies in partial fulfillment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba JUNE, 2025 2025-06-01T00:00:00Z