The impact of play pedagogy on language development of pre- schoolers in the Kumasi Metropolis

Abstract

The study investigated the use of play as a teaching strategy for language skill development for pre-schoolers in Kumasi Metropolis. The project investigates how various types of play influence development of preschool children language skills, how the availability of play materials influence the development of preschool children language skills, the role of teachers on play and their influence on the development of preschool children language skills, how the school policy on play influence the development of preschool children language skills. The study's sample size was 133 which comprised 40 Early Childhood Education teachers and 93 learners. Data was collected from teachers using closed and open-ended questions, and the results were analysed qualitatively and quantitatively. A questionnaire was also created in order to elicit responses from the pre-schoolers. The close-ended questions from the questionnaires were analysed quantitatively using frequencies, percentages, and descriptive statistics, whereas the open-ended questions and responses from the learners were thematically analysed based on significant emergent themes. A descriptive survey method and secondary data sources were used to design the study. Purposive sampling was also used to choose the teachers and students. According to the findings, teachers must ensure that play materials and activities is based on the children‘s interest, age and skill level. It is therefore recommended that teachers ensure to help and promote children's development in a variety of areas, including cognitive, physical, social, and emotional development. For example, providing age appropriate puzzles, building blocks, and art materials, among others.