Abstract:
This study focused on the use of play-based learning in early grade centres in the
Sissala West District of the Upper West Region, Ghana. Specifically, the study sought
to evaluate play-based activities teachers, engage early learners in during instruction,
head teachers, support in the use of play in instruction and the barriers of
implementing play in instruction. The study employed a descriptive survey design.
Thus, questionnaires and interview guides were used as data collection instruments. A
simple random sampling and purposive sampling method was adopted in selecting
teachers, early childhood education centres and headtecahers respectively. A sample
size of 125 teachers and 10 head teachers were selected for the study. The data
obtained were statistically analyzed mean/standard deviation. The findings revealed
that head teachers in the Sissala West District of the Upper West Region, support
teachers in the use of play in teaching early grade leaners 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 use 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 early grade schools 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.
Description:
A Dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Education
(Early Childhood Education)
In the University of Education, Winneba
