The use of play-based activities in teaching and learning by early childhood education teachers in Hemang Lower Denkyira District

Abstract

The main purpose of this study was to explore for a first-hand information, how early childhood education teachers use play-based activities in teaching and learning in the Hemang Lower Denkyira District of the Central Region of Ghana. The study adopted the qualitative research approach. The illustrative case study design was employed for this study. Semi-structured interview guide and observation checklist were the instruments utilized to collect data from ten participants, nine professional Early Childhood Education Teachers and one District Early Childhood Coordinator for this study. The homogeneous type of purposive sampling techniques was used in selecting the participants for the study. The data were analyzed thematically with the help of Taguette, an online qualitative analysis software. The findings of the study revealed that, early childhood teachers are unfamiliar with the kind of play-based activities they have to integrate into their lessons for effective learning. The study also established that, most school authorities and other stakeholders within the education do not give enough attention and necessary support to play-based pedagogy at the early childhood level. Also, the study discovered that, early childhood teachers fail to use play-based activities in their lessons because play demands a lot of time which the allocated play time on the timetable was minimal. The study hence recommends that; Early Childhood teachers be equipped with the requisite knowledge on the various kinds of play-based activities to engage children during instructions. The Ministry of Education, Ghana Education Service, and other agencies in Education should strategically and periodically organize sensitization and advocacy programs for all stakeholders in education including education supervisors, head teachers, teachers, and parents to help them acquire basic knowledge which will help curb their misconceptions about play. Finally, the Ghana Education Service and National Council for Curriculum and Assessment should, by policy, allocate more time for play activities on the timetable for ECE centres to give the learners the chance to engage in play activities.