Abstract:
The study examined the play activities of early learners in public schools‟
kindergartens in the Ablekuma South Metro of the Greater Accra Region.Cross sectional survey design was adopted for the study. Using the census sampling
procedure, 164 kindergarten teachers were sampled for the study. Questionnaire was
used to gather the requisite data for the study. The data were analysed through the
computation of descriptive and inferential statistics such as frequencies, percentages,
means and standard deviations, independent samples t-test, and ANOVA, using the
SPSS. The study found out that, through play activities, teachers identify how
children may be assisted in learning through curriculum-based learning tasks that
facilitate easy learning. Also, teachers considered play as an educational tool for
teaching and learning and utilise it to promote the development of motor and
cognitive skills, social and emotional competencies that assist children to think
logically and acquire language skills. The study revealed among others that children
display more evidence of metacognitive monitoring and control when working under
supervision. Teachers are considered essential in enabling children‟s development
through play and they encourage children to plan their own activities for some of the
time and they make considerable social gains. They assist them to use a combination
of teacher-led and child-led activities to improve play. The study recommended that,
the Ablekuma South-Metro, in collaboration with the educational directorate and
schools organise regular workshop activities centred on the significant role of the
teacher in children‟s play activities to improve on their role as teachers and facilities
of play activities in the classroom.The Ablekuma South Metro, in collaboration with
the educational directorate and the sampled school, with the support of the Parent
Teacher Association should provide the basic teaching and learning materials required
for children to engage in a meaningful and intellectual playf activity.
Description:
A thesis in the Department of Early Childhood Education, Faculty of
Educational Studies, 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
APRIL, 2019
