Play activities among preschoolers at early childhood centres in the central Tongu of the Volta Region

Abstract

The purpose of the study was to investigate play activities among pre-schoolers at early childhood centre in the central north Tongu district. The study sought to assess the perception of kindergarten teachers on play activities, examine instructional practices of early childhood educator in play activities, examine the contribution of educational play activities to the development of children, and identify the challenges kindergarten teachers face when implementing play activities in the central Tongu district. The philosophical underpinning of the study was pragmatist. The study adopted a mixed method approach with a concurrent nested mixed method design. The sample size for the study was one hundred and forty (140) kindergarten teachers. Census and purposively sampling techniques were used in the study. Structured questionnaire and semi-structured interview guide were instruments used to collect data for the study. Quantitative data were analysed in the form of frequency count, percentage, mean, and standard deviation with the aid of Statistical Package for Service Solutions (SPSS) version 26 software. The qualitative data gathered from the sample were analysed using thematic approach. The study found that there were differences in perspectives and understanding about children’s play among public kindergarten teachers in the district; some teachers viewed play and learning as two separate activities, whereas others believed children learn through play. Also, the study found that teachers played several roles when using play-based teaching as an instructional technique and activity. Moreover, the study discovered that play contributes to cognitive, social, emotional, and physical development of children in the central Tongu district. Furthermore, the study discovered that inadequate play equipment and materials, insufficient indoor space and having too many pupils to teach were the challenges kindergarten teachers face when implementing play activities in the classroom. Thus, the study recommended that the Central Tongu District Directorate of Education should organise periodic workshops for kindergarten teachers on pedagogical skills for play-based teaching, how to integrate play into teaching and learning, and their roles in the implementation of play-based teaching. Lastly, it should liaise with the Central Tongu District Assembly and Non- Governmental Organisations in the district to provide adequate play materials and equipment to all public kindergartens in the district.