Abstract:
The purpose of this study is to investigate the views of Early Childhood Educators on
the influence of play materials on teaching and learning as well as play as a teaching
method in selected schools in two circuits in the Jomoro Municipality. The study
adopted concurrent triangulation mixed methods approach. The target population of
the study was 230 Early Childhood Educators in the Jomoro Municipality. This
comprised 20 basic school heads, 20 school supervisors and 190 kindergarten teachers
in the Jomoro Municipality. A sample of 120 participants was selected in this study:
100 kindergarten teachers, 10 basic school heads and 10 school supervisors.
Purposive, simple random and convenience sampling techniques were used to select
the participants. Questionnaire and interview guide were used to collect data.
Descriptive and inferential statistics, specifically frequency counts, percentages and
linear multiple regression were used to analyse the quantitative data. On the other
hand, thematic analysis was used for the qualitative data. The findings showed that
early childhood teachers in Jomoro Municipality have positive perception on the use
of play as a teaching method. The findings discovered that availability of teaching and
learning materials, teaching experience, organisation of in-service training, motivation
for teachers and regular supervision were the major measures that can be employed to
positively shape the perception of teachers and help them of play to effect learning.
The study recommended that through in-service training, headteachers should
encourage early childhood teachers in Jomoro Municipality to continuously have
positive perception towards play as a teaching method. This could help them to
continuously use play as a teaching method in teaching kindergarten children in
Jomoro Municipality. Personnel in charge of supervision at the Jomoro Municipal
Education Directorate should educate kindergarten teachers on the use to use play as a
teaching method. This could help them use it more often in their lesson delivery;
hence, could help children have better understanding of lessons taught.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies, in partial fulfillment
of the requirement for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
