Kindergarten teachers’ attitude towards the use of play-based pedagogy in Sagnerigu Municipality of the Northern Region

Abstract

The purpose of this study was to explore how kindergarten teachers in the Sagnerigu Municipality use play-based methods in teaching numeracy to young learners. The researcher adopted the quantitative research approach. Descriptive survey research design was adopted. The target population for this study consisted of all kindergarten teachers in Sagnerigu Municipal in the Northern Region, with a Population of 270 teachers, Krejcie and Morgan sampling techniques was used to sample 159 respondents for the study, the instrument used was a structured questionnaire. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. The study revealed that the availability of material resources to support play-based pedagogy in Sagnerigu Municipality is limited. Many kindergarten teachers reported insufficient access to age-appropriate play materials, such as educational toys, learning aids, and outdoor play equipment. As a result, teachers often resorted to using locally made or improvised materials, which may not fully align with the pedagogical objectives of play-based learning. The findings revealed that most kindergarten teachers in Sagnerigu Municipality had not received formal training on play-based pedagogy. While some teachers had attended brief workshops or in-service training, the majority reported a lack of specialized training on how to effectively integrate play into the curriculum. The study highlighted several critical factors influencing the implementation of play-based pedagogy in Sagnerigu Municipality. The findings revealed that while material resources and teacher training are limited, there is a strong need for more support in these areas. Teachers face various challenges, including overcrowded classrooms, limited time for play, and a lack of community support. However, strategies such as increasing access to resources, providing targeted professional development, and fostering collaboration among teachers were identified as essential for improving the implementation of play-based learning. Addressing these issues will be crucial for enhancing the quality of early childhood education in the municipality. The study recommended that Headteachers work closely with the GES to secure funding and resources for play-based activities, such as toys, educational games, and outdoor play equipment. Additionally, the Ministry of Education should prioritize the allocation of materials specifically designed for play-based learning in the early childhood education sector. It is recommended that the GES and the Ministry of Education invest in continuous professional development for kindergarten teachers in the Sagnerigu Municipality, focusing specifically on play-based pedagogy