Abstract:
The main purpose of this study was to explore for a first-hand information, how early
childhood education teachers use play-based activities in teaching and learning in the
Hemang Lower Denkyira District of the Central Region of Ghana. The study adopted
the qualitative research approach. The illustrative case study design was employed for
this study. Semi-structured interview guide and observation checklist were the
instruments utilized to collect data from ten participants, nine professional Early
Childhood Education Teachers and one District Early Childhood Coordinator for this
study. The homogeneous type of purposive sampling techniques was used in selecting
the participants for the study. The data were analyzed thematically with the help of
Taguette, an online qualitative analysis software. The findings of the study revealed
that, early childhood teachers are unfamiliar with the kind of play-based activities
they have to integrate into their lessons for effective learning. The study also
established that, most school authorities and other stakeholders within the education
do not give enough attention and necessary support to play-based pedagogy at the
early childhood level. Also, the study discovered that, early childhood teachers fail to
use play-based activities in their lessons because play demands a lot of time which the
allocated play time on the timetable was minimal. The study hence recommends that;
Early Childhood teachers be equipped with the requisite knowledge on the various
kinds of play-based activities to engage children during instructions. The Ministry of
Education, Ghana Education Service, and other agencies in Education should
strategically and periodically organize sensitization and advocacy programs for all
stakeholders in education including education supervisors, head teachers, teachers,
and parents to help them acquire basic knowledge which will help curb their
misconceptions about play. Finally, the Ghana Education Service and National
Council for Curriculum and Assessment should, by policy, allocate more time for play
activities on the timetable for ECE centres to give the learners the chance to engage in
play activities.
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