Perceptions of kindergarten teacher’s use of play as a teaching technique in Afadjato South District, Volta Region

Abstract

The study investigated perceptions of kindergarten teachers on the use of play as teaching technique in Afadjato South District, Volta Region. The study used concurrent triangulation mixed-methods design. A sample of 130 participants was selected for the study: 100 kindergarten teachers, 20 basic school heads and 10 school supervisors. Multistage (comprehensive selection, simple random and convenience) sampling technique was used to select the participants. Questionnaire and interview guide were used to collect data. Descriptive statistics such as frequency counts, percentages, means and standard deviations were used to analyse the quantitative data. Thematic analysis was used for the qualitative data. The study found that to a very large extent, kindergarten teachers‘ perceptions affected their use of play as a teaching technique; again, kindergarten teachers‘ perceptions positively influenced their use of play as a teaching technique; factors influencing the perceptions included availability of play materials, the kind of motivation teachers receive and many others; measures to be employed to positively shape the perception of kindergarten teachers and help them use play to effect learning comprised availability of teaching and learning materials, teaching experience, organisation of in-service training, motivation and regular supervision. It was concluded that kindergarten teachers used play as a teaching technique. Moreover, factors that contributed to their use of play as a teaching technique included: availability of play materials, the kind of motivation teachers receive and their teaching experiences. It was recommended that through inservice training, headteachers should encourage kindergarten teachers to continuously have positive perception towards play as a teaching technique.