Abstract:
The study investigated perceptions of kindergarten teachers on the use of play as
teaching technique in Afadjato South District, Volta Region. The study used
concurrent triangulation mixed-methods design. A sample of 130 participants was
selected for the study: 100 kindergarten teachers, 20 basic school heads and 10 school
supervisors. Multistage (comprehensive selection, simple random and convenience)
sampling technique was used to select the participants. Questionnaire and interview
guide were used to collect data. Descriptive statistics such as frequency counts,
percentages, means and standard deviations were used to analyse the quantitative
data. Thematic analysis was used for the qualitative data. The study found that to a
very large extent, kindergarten teachers‘ perceptions affected their use of play as a
teaching technique; again, kindergarten teachers‘ perceptions positively influenced
their use of play as a teaching technique; factors influencing the perceptions included
availability of play materials, the kind of motivation teachers receive and many
others; measures to be employed to positively shape the perception of kindergarten
teachers and help them use play to effect learning comprised availability of teaching
and learning materials, teaching experience, organisation of in-service training,
motivation and regular supervision. It was concluded that kindergarten teachers used
play as a teaching technique. Moreover, factors that contributed to their use of play as
a teaching technique included: availability of play materials, the kind of motivation
teachers receive and their teaching experiences. It was recommended that through inservice
training, headteachers should encourage kindergarten teachers to continuously
have positive perception towards play as a teaching technique.
Description:
A THESIS IN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION,
FACULTY OF EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF THE
MASTER OF PHILOSOPHY (EARLY CHILDHOOD EDUCATION) DEGREE
JULY, 2018