Tthe roles of early childhood teachers in integrating play in the peaching and learning process at the Ga West Municipality

Abstract

This study was conducted to assess the role of early childhood teachers in the inculcation of play in instruction in the Ga West Metropolis. The pragmatic research paradigm was used for this study whereas the mixed methods research approach of both quantitative and qualitative methods was employed for the study. Thus, questionnaires and interview guides were used as data collection instruments. A sample size of 25 teachers were selected for the study. The findings revealed that teachers in the Ga West Metropolis are supported to inculcate play in teaching pre-school pupils by providing play materials, supervision of teachers, training and education of teachers as well as motivation of teachers. Again, it was found that play activities employed by teachers in the inculcation of play in instruction included integration of games and songs in the classroom learning activities and engaging children in outdoor play activities. However, it was found that some challenges that limit teachers in the use of play in their teaching processes are; inadequate in-service training, limited play materials, unavailability of play space and centres. It was recommended that early childhood centres should be allocated sufficient time in the timetable for children to engage in play activities. Time allocated for play activities should not be used for teaching other subjects. Also, teachers in the pre-school should improvise in making available some play or instructional materials needed in play activities during instruction and head teachers should strengthen their supervision and monitoring roles to motivate teachers to use play activities effectively in teaching.