Early childhood educator’s use and perspectives of play as a learning strategy within Tema Metropolis

Abstract

The purpose of this qualitative study was to explore early childhood educators’ use and perspectives of play as a learning strategy in the preschool classrooms at Tema Metropolis within the Greater Accra Region of Ghana. The study sought to examine early childhood educators’ perspectives on play as a learning strategy, assess how early childhood educators’ implement play as a learning strategy, identify the barriers early childhood educators’ encounter in using play as a learning strategy and find out the support systems that could be put in place to enable early childhood educators’ implement play as a learning strategy in the preschool classrooms within Tema Metropolis. Twenty (20) participants were sampled for this study. Those participants were purposively sampled. Semi-structured interview guide was used to data for the study. The inductive analysing approach was considered and all data were manually coded. The study found that, participants’ perspectives of play as a learning strategy included but was not limited to the following: enjoyable, it provides opportunities for interaction and socialization with peers. Also, the study found that participants implemented play as a learning strategy in the preschool classrooms using play scenarios, thematic learning centres, and storytelling. Insufficient knowledge in creating a playful in their classroom, lack of time and space, large class size and inadequate of playing materials were barriers participants encounter in the implementation of play as a learning strategy in the classroom. Moreover, the study found that collaborative planning, more space, more adults who are skilled, more play materials and more time would be great support system to have in place in the classroom to enable them implement play as a learning strategy. The study recommends that, early childhood educators needs more than minimal professional trainings in order to gain more knowledge on play-based learning and on how to create a playful classroom. For that reason, designers of teachers’ training programs should review the current programs and make relevant adjustments, so that these programs would not just focus on the teaching of knowledge and basic skills with play-based learning but also on the link between teachers’ belief and practice. The study also recommends that, policy makers of Ghana Education Service under the Ministry of Education should make appropriate and relevant policy for early childhood educators to implement play in their classrooms. Thus, they need to clarify the expectations of early childhood educator and provide guidance in implementing play based learning in their schools.