http://41.74.91.244:8080/handle/123456789/742 Sat, 11 Jul 2026 19:43:08 GMT 2026-07-11T19:43:08Z http://41.74.91.244:8080/handle/123456789/5415 Use of play- based learning in enhancing creativity and problem-solving skills in young children in the Kpone-Katamanso Municipality Nseleye, G. The purpose of this study was to explore the use of play-based learning as a pedagogical approach for enhancing creativity and problem-solving skills among young children in the Kpone-Katamanso Municipality. The study employed a case study design. The sample for the study was fifteen (15). The sampling techniques employed for the study was purposive sampling. The data collection instrument used in this study was semistructured interview guide. The data from the study were analysed thematically. The findings from the study revealed that teachers value play for fostering creativity and problem-solving, yet its daily classroom integration varies due to challenges balancing curriculum demands with play-based methods. The study findings further revealed that uneven professional development as some teachers attended play-based pedagogy workshops, while others reported lacking opportunities to enhance classroom practices fostering learners’ creativity. Moreover, the study highlighted resource limitations, with some schools having inadequate or outdated materials, restricting meaningful play. Respondents stressed municipal authorities’ role in supporting resources, training, and monitoring. It is therefore recommended that the Kpone-Katamanso Municipal Education Directorate should design and implement structured, ongoing professional development programs focused specifically on play-based learning and also collaborate with school administrators and community stakeholders, should prioritize the provision of adequate and developmentally appropriate play materials. A dissertation in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, 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 MARCH, 2026 Sun, 01 Mar 2026 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5415 2026-03-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5413 Teachers’ use of guided play in early grade settings in the Nanumba North Municipality Alidu, A.R. Using a concurrent triangulation design, this study aimed to examine teachers' use of guided play in Early Grade Centre settings in the Nanumba North Municipality. The population for the study consisted of early childhood teachers in the Nanumba North Municipality. A census technique was used to select 100 early childhood teachers for the quantitative phase, while purposive sampling was employed to select 9 headteachers. The instruments used for data collection were a questionnaire for the quantitative phase and a structured interview guide for the qualitative phase. Descriptive statistics and thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings revealed that most early childhood teachers recognized the importance of guided play in promoting learners' cognitive, social, and emotional development. However, the effective implementation of guided play was hindered by factors such as large class sizes, lack of adequate teaching and learning materials, and insufficient in-service training. It was also found that while some teachers integrated guided play into their instructional strategies, others lacked the pedagogical knowledge and support to do so effectively. Based on these findings, it is recommended that the District Education Directorate of Nanumba North Municipality should organize regular professional development workshops on guided play methodologies, ensure the provision of adequate teaching and learning resources, and support early childhood teachers in reducing class sizes to facilitate more effective use of guided play in teaching and learning. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) DEPARTMENT OF EARLY CHILDHOOD EDUCATION FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION UNIVERSITY OF EDUCATION, WINNEBA DECEMBER, 2024 University of Education,Winneba http://ir.uew.edu.gh Sun, 01 Dec 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5413 2024-12-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5412 Teachers’ use of digital tools in teaching and learning in kindergarten centers within the Asunafo North Municipality Ismail, I.S This study explores the use of digital tools in kindergarten centers in Asunafo North Municipality by teachers in those levels. We live in a digital world, and implementing technology within early childhood centers is very essential. The study aims at investigating teachers‘ perspectives and their level of skillfulness with digital tools, the way they integrate digital tools into their classroom practices, and the difficulties they encounter. A concurrent triangulation mixed methods design was used, in which quantitative and qualitative methods were applied. Structured questionnaires were administered to 155 kindergarten teachers for quantitative data, and 11 teachers were sampled purposively and interviewed for qualitative data. Quantitative data was analyzed using descriptive statistics – means and standard deviations, whereas qualitative responses were analyzed thematically. The study's findings revealed that teachers acknowledge the impact of digital tools but use them minimally due to poor infrastructure, lack of institutional support and inadequate training. While some teachers basically were highly skilled in using digital tools such as the ability to surf the internet and use of social media, others lack proficiency to effectively integrate digital tools into their teaching. The results highlight a gap between policy intentions and classroom realities. Teachers‘ limited skills and infrastructural constraints significantly hinder the adoption of digital tools. The study recommends targeted professional development and improved resource allocation. Future research could explore the effectiveness of specific training interventions and strategies for sustainable technology integration in early childhood education settings. University of Education,Winneba http://ir.uew.edu.gh A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) DEPARTMENT OF EARLY CHILDHOOD EDUCATION FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JULY, 2025 Tue, 01 Jul 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5412 2025-07-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5411 Teachers’ use of Asante Twi in teaching Mathematics at the early childhood centres in the Ejisu Municipality Amaning, G.A This study examined the effectiveness of using Asante Twi as a medium of instruction in teaching mathematics at early childhood centres in the Ejisu Municipality, Ashanti Region. Guided by an interpretivist paradigm and employing a qualitative exploratory case study design, data were collected from 25 purposively selected early grade teachers through semi-structured interviews. The findings revealed that teachers recognize the pedagogical benefits of using Twi, including enhanced learner engagement, improved conceptual understanding, increased confidence, and stronger peer collaboration. However, challenges such as limited standardized Twi instructional materials, inadequate mathematical vocabulary, parental preference for English, and insufficient institutional support were identified. The study recommends targeted teacher professional development, development of localized teaching resources, community sensitization, and stronger policy implementation to sustain and scale the benefits of native language instruction. Overall, the research highlights the transformative potential of Twi-mediated mathematics teaching in making learning culturally relevant and accessible, while underscoring the need for systemic reforms to ensure sustainability. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education submitted to the school of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba JULY, 2025 Tue, 01 Jul 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5411 2025-07-01T00:00:00Z