Abstract:
The purpose of this qualitative study was to explore early childhood educators’ use
and perspectives of play as a learning strategy in the preschool classrooms at Tema
Metropolis within the Greater Accra Region of Ghana. The study sought to examine
early childhood educators’ perspectives on play as a learning strategy, assess how
early childhood educators’ implement play as a learning strategy, identify the barriers
early childhood educators’ encounter in using play as a learning strategy and find out
the support systems that could be put in place to enable early childhood educators’
implement play as a learning strategy in the preschool classrooms within Tema
Metropolis. Twenty (20) participants were sampled for this study. Those participants
were purposively sampled. Semi-structured interview guide was used to data for the
study. The inductive analysing approach was considered and all data were manually
coded. The study found that, participants’ perspectives of play as a learning strategy
included but was not limited to the following: enjoyable, it provides opportunities for
interaction and socialization with peers. Also, the study found that participants
implemented play as a learning strategy in the preschool classrooms using play
scenarios, thematic learning centres, and storytelling. Insufficient knowledge in
creating a playful in their classroom, lack of time and space, large class size and
inadequate of playing materials were barriers participants encounter in the
implementation of play as a learning strategy in the classroom. Moreover, the study
found that collaborative planning, more space, more adults who are skilled, more play
materials and more time would be great support system to have in place in the
classroom to enable them implement play as a learning strategy. The study
recommends that, early childhood educators needs more than minimal professional
trainings in order to gain more knowledge on play-based learning and on how to
create a playful classroom. For that reason, designers of teachers’ training programs
should review the current programs and make relevant adjustments, so that these
programs would not just focus on the teaching of knowledge and basic skills with
play-based learning but also on the link between teachers’ belief and practice. The
study also recommends that, policy makers of Ghana Education Service under the
Ministry of Education should make appropriate and relevant policy for early
childhood educators to implement play in their classrooms. Thus, they need to clarify
the expectations of early childhood educator and provide guidance in implementing
play based learning in their schools.
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