Abstract:
A thesis in the Department of Early Childhood Education,
Faculty of Applied Behavioural Sciences in Education, submitted to the
School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
2024
Description:
The purpose of the study was to explore teachers use of indigenous play in teaching and
learning of numeracy in early childhood centres in the Sekyere East District. The case
study design was adopted for the study. The study used the purposive sampling
technique to select thirteen (13) kindergarten teachers in the Sekyere East District. 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 use of
traditional songs and rhymes, cultural arts and craft as well as traditional games
activities were some of the ways through which indigenous play can be use in the
teaching and learning of numeracy. Also, availability of indigenous teaching and
learning resources, parental involvement, ability to enhance easy understanding as well
as teacher training were some factors that influence teachers use of indigenous play.
Again, lack of in-service training and professional development, classroom
management as well as time constraints as some of the challenges affecting the use of
indigenous play in teaching numeracy. Continuous professional development,
availability of indigenous teaching and learning materials, active parental involvement
were some of the strategies that can be used to improve the use of indigenous play based
pedagogy in teaching numeracy in kindergarten centres in the Sekyere East District.
The study therefore recommends that teacher pre-service training emphasize the
importance that comes with the use of the indigenous 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
Sekyere East District.
