Challenges teachers face in the implementation of play-based pedagogy at early childhood centres in Yilo-Krobo Municipality

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.