Play-based learning in early grade learners in the Sissala West District of the Upper West Region, Ghana.

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.