Abstract:
The purpose of the study was to explore teacher’s use of play in teaching pre-number activities at early childhood centres in the Berekum Municipality. A qualitative case study design was employed, involving 15 purposively selected early childhood teachers. Data were collected through semi-structured interviews and analysed thematically. Findings revealed that teachers effectively employ five main play-based strategies: kinesthetic activities, manipulatives, storytelling and role play, group activities and peer learning, and music-based activities. Teachers reported that play enhances engagement, motivation, and holistic development, allowing children to grasp abstract numerical concepts in meaningful and culturally relevant ways. However, gaps in specialised training, limited resources, and space constraints were identified as major challenges. Despite these obstacles, teachers demonstrated resourcefulness by adapting local materials and traditional games to support learning. The study concludes that play-based approaches are essential for fostering early numeracy skills and holistic development. It recommends regular professional development workshops, collaboration with teacher training institutions, resource support, and the creation of platforms for teachers to share best practices. These measures can enhance the effective integration of play in teaching pre-number concepts and provide a strong foundation for future mathematical learning.
Description:
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 fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Early Childhood Education)
in the University of Education, Winneba
JUNE, 2025
