Challenges to the implementation of play-based pedagogy in early childhood centres in the Sunyani municipality.

Abstract

The purpose of the study was to explore the challenges with the implementation of play-based pedagogy in the Sunyani Municipality. The case study design was adopted for the study. The study used convenient sampling technique to select nine (9) kindergarten teachers in the Sunyani Municipality for the study. The instrument used for the collection of data was semi-structured interview guide. The data from the interview were analysed thematically. The study revealed that the implementation of play-based pedagogy is challenged by teacher factors such as their comfort with the use of the traditional approach of teaching, time constraints as well as a lack of understanding regarding the implementation of the play-based pedagogy. Also, the inadequate availability of teaching and learning resources was a contributory factor in implementing play-based pedagogy in kindergarten classrooms in the Sunyani Municipality. Moreover, parents' negative perceptions regarding the use of play in teaching young children. Again, the study further revealed that measures such as provisions of adequate teaching and learning resources, continuous professional development of teachers, and active parental involvement in the education of their children are some of the measures that can be put in place to enhance and promote the use of play-based pedagogy in the Sunyani Municipality. The study therefore recommends that teacher pre-service training should emphasize the importance that comes with the use of the play-based pedagogy, provision of adequate teaching and learning materials for teachers and young children, encourage open communication between educators and parents to promote a shared understanding of the value of play-based pedagogy in nurturing well-rounded learners within the Sunyani Municipality.