Abstract:
The study investigated the use of play as a teaching strategy for language skill
development for pre-schoolers in Kumasi Metropolis. The project investigates how
various types of play influence development of preschool children language skills,
how the availability of play materials influence the development of preschool children
language skills, the role of teachers on play and their influence on the development of
preschool children language skills, how the school policy on play influence the
development of preschool children language skills. The study's sample size was 133
which comprised 40 Early Childhood Education teachers and 93 learners. Data was
collected from teachers using closed and open-ended questions, and the results were
analysed qualitatively and quantitatively. A questionnaire was also created in order to
elicit responses from the pre-schoolers. The close-ended questions from the
questionnaires were analysed quantitatively using frequencies, percentages, and
descriptive statistics, whereas the open-ended questions and responses from the
learners were thematically analysed based on significant emergent themes. A
descriptive survey method and secondary data sources were used to design the study.
Purposive sampling was also used to choose the teachers and students. According to
the findings, teachers must ensure that play materials and activities is based on the
children‘s interest, age and skill level. It is therefore recommended that teachers
ensure to help and promote children's development in a variety of areas, including
cognitive, physical, social, and emotional development. For example, providing age appropriate puzzles, building blocks, and art materials, among others.
Description:
A Dissertation in the Department of Early Childhood
Education, Faculty of Educational Studies, submitted to
the School of Graduate Studies in partial fulfilment
of the requirement for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
