Preservice teachers' beliefs about play in kindergarten in Ga East municipality

Abstract

This study explores the beliefs and perceptions of preservice teachers regarding the role of play in kindergarten classrooms in the GA East Municipality. Using a convenience sampling approach, the study recruited preservice teachers enrolled in a local teacher preparation program. Data was collected through semi-structured interviews to gain insight into the preservice teachers' understanding, attitudes, and beliefs about the value and implementation of play-based learning in the kindergarten curriculum. The findings reveal that preservice teachers generally recognize the developmental and educational benefits of play for young children. However, there are variations in their beliefs about the appropriate balance between teacher-directed instruction and child-initiated play activities. Factors such as prior experiences, observed teaching practices, and exposure to educational theories appear to shape the preservice teachers' perspectives on play pedagogy. The study highlights the need to strengthen play-based pedagogy in teacher preparation programs, enabling preservice teachers to develop a deeper appreciation for the role of play in kindergarten classrooms. Recommendations include providing more opportunities for preservice teachers to observe and practice play-based instructional strategies, as well as engaging them in critical discussions about the integration of play and academic learning. The findings from this study can inform the design of teacher education curricula and professional development initiatives to better prepare preservice teachers for effective implementation of play-based practices in early childhood settings.