Teachers' use of play-based pedagogy in teaching kindergarten centres in the Kpando municipality

Abstract

The purpose of this study was to investigate the use of play-based pedagogy by teachers in kindergarten centres within the Kpando Municipality in the Volta Region of Ghana. The descriptive survey design was adopted for this study. The study employed a census sampling technique. The study population consisted of 163 kindergarten teachers. The instruments used for data collection were 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 Kpando Municipality view play-based pedagogy positively, highlighting its effectiveness in engagement, holistic development, and learning outcomes. Also, findings revealed that kindergarten teachers in Kpando moderately apply play-based pedagogy, prioritizing activities like storytelling, role-play, tracing, and sand tray, while underemphasizing numeracy, creativity, music, and outdoor play due to systemic challenges. Moreover, the findings reveal that kindergarten teachers in Kpando employed strategies such as storytelling, group work, role play, rhymes, and word games to foster learners' understanding. The study further revealed that systemic challenges hindering play-based pedagogy in Kpando included inadequate resources, limited training, parental misconceptions, curriculum pressures, overcrowded classrooms, poor facilities, time constraints, and inconsistent administrative support. It is therefore recommended that the Kpando Municipal Education Directorate organize regular workshops to strengthen teachers’ confidence, provide instructional resources, and ensure curriculum alignment for effective and sustainable use of play-based pedagogy in classrooms.