Implementation of play-based pedagogy in numeracy instructions in early childhood centres in the Nsuaem Circuit

Abstract

The purpose of this study was to examine the implementation of play-based pedagogy in numeracy instruction within early childhood centres in the Nsuaem Circuit. The study adopted an interpretivist paradigm with an exploratory case study design. the population of the study was of 78 kindergarten teachers in 22 early childhood centres. The purposive sampling technique was used to select 14 kindergarten teachers in the Circuit. Semi-structured interview was the data collection instrument used in this study. The data from the study were analysed using thematic analysis to identify key patterns and themes. The findings revealed that educators view play-based pedagogy as effective for engaging learners, enhancing understanding, simplifying instruction, and promoting child-centred learning. The findings further revealed that kindergarten teachers in the Nsuaem Circuit commonly use counting games, storytelling, pattern recognition, shape activities, and measurement play to teach numeracy. It was also revealed that play-based pedagogy enhances numeracy by promoting hands-on learning, supporting diverse learning styles, encouraging critical thinking, and aligning with children’s developmental needs. Moreover, the findings revealed that kindergarten teachers in the Nsuaem Circuit face major challenges in implementing play-based numeracy instruction, including inadequate resources, insufficient training, large class sizes, limited time, and a lack of parental support. The study therefore recommends that the Tarkwa Nsuaem Municipal Education Directorate and related bodies prioritize continuous professional development to help teachers understand and consistently implement structured play-based approaches. Again, there should be the provision of adequate teaching materials, classroom expansion, reduced learner-to-teacher ratios, and time allocation for meaningful play.