Kindergarten teachers’ use of play based activities in teaching and learning in the Ayensuano District

Abstract

The purpose of this study was to explore how kindergarten teachers use play-based activities in teaching and learning in the Ayensuano District of the Eastern Region of Ghana. A case study design was employed for the study. Purposive sampling technique was used to select the participants. Data was collected using interviews and observation checklists from twelve participants: four professional Early Childhood Education (ECE) teachers and eight non-professional ECE teachers. Data was analyzed through thematic analysis. The findings of the study revealed that most school authorities and other stakeholders within the education sector do not give sufficient attention or provide adequate support for play-based learning at the early childhood level. Additionally, it was found that many kindergarten teachers in the district face numerous challenges that hinder their ability to administer appropriate assessment tools to evaluate children's developmental progress. The study also identified a lack of teaching and learning resources to support effective instruction at ECE centers. The findings from the study also revealed that kindergarten teachers and headteachers do not receive regular trainings and programs from the training departments of the district directorate. Based on these findings, the study recommends that the Ghana Education Service (GES), in collaboration with the National Council for Curriculum and Assessment (NaCCA), engage other educational development agencies in Ghana, such as Sabre Education Trust and Right to Play (NGOs), as well as the training departments of district education directorates, to provide comprehensive training for kindergarten teachers and headteachers. This training should equip them with the necessary knowledge and skills in the use of play-based activities to enhance teaching and learning. Finally, the GES and NaCCA should organize workshops or in-service training programs to keep kindergarten teachers updated on evolving trends in play-based activities for effective teaching and learning.