Kindergarten teachers’ implementation of play-based pedagogy on reading and writing in the Adentan Municipality

Abstract

The purpose of this study was to investigate the implementations of play-based pedagogy on reading and writing skills among kindergarten learners in the Adentan Municipality. The descriptive survey design was adopted for this study. The study employed a census sampling technique. The study population consisted of 84 kindergarten teachers. The instruments used for data collection was a structured questionnaire. The data from the study were analysed descriptively (frequency counts, Percentages, means, and standard deviations). The study revealed that kindergarten teachers in the Adentan Municipality perceive play-based pedagogy as highly effective for enhancing vocabulary, communication, engagement, and creativity in literacy learning, though systematic implementation in classroom practice remains inconsistent despite positive perceptions. Also, kindergarten teachers in the Adenta Municipality use storytelling, print rich activities, and arts for literacy, but underutilize phonemic games, dramatization, and collaboration. Moreover, the findings reveal that teachers in Adentan face systemic challenges, such as academic performance pressures, parental resistance, inadequate resources, overcrowding, limited training, weak institutional support, and infrastructural gaps, which collectively constrain effective implementation of play-based literacy pedagogy. It is therefore recommended that teachers should emphasize reducing class sizes, strengthening administrative and parental support, and continuous professional development as key strategies for enhancing play-based pedagogy, alongside adequate resources and supportive curricular frameworks.