Abstract:
The study explored the challenges teachers’ face in the implementation of play-based
pedagogy at early childhood centers in Yilo-Krobo Municipality. The study employed
qualitative research approach with the interpretivist paradigm. The case study design
was adopted for the study. Using the purposive and convenient sampling procedure,
13 early childhood educators were involved in the study. An interview guide was used
to gather requisite data for the study. The qualitative data was analyzed thematically
in accordance with the research questions. The findings of the study revealed that
most teachers hold positive views about play-based pedagogy whiles others hold
negative views about it as being too demanding and time consuming. Also, there are
limited teaching and learning resources available for teachers to ensure a successful
implementation of play-based pedagogy at early childhood centers in Yilo-Krobo
Municipality.. The study recommended that, the education directorate should engage
in advocacy efforts and awareness campaigns within the Yilo-Krobo Municipality.
These initiatives should target parents, caregivers, and the community to promote
understanding and acceptance of play-based approaches. Also, the educational
authorities in the region should prioritize resource allocation for early childhood
centers. Resources and support systems should be put in place to assist teachers in the
implementation of play-based pedagogy.
Description:
A dissertation in the Department of Early Childhood Education, Faculty of
Applied Behavioural Science in Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
