Teachers’ use of indigenous play in teaching numeracy in the Sekyere East District, Ghana

Arhin, G.A

dc.contributor.author	Arhin, G.A
dc.date.accessioned	2026-03-11T13:25:52Z
dc.date.available	2026-03-11T13:25:52Z
dc.date.issued	2024-06
dc.identifier.uri	http://41.74.91.244:8080/handle/123456789/5058
dc.description	The purpose of the study was to explore teachers use of indigenous play in teaching and learning of numeracy in early childhood centres in the Sekyere East District. The case study design was adopted for the study. The study used the purposive sampling technique to select thirteen (13) kindergarten teachers in the Sekyere East District. The instrument used for the collection of data was semi-structured interview guide. The data from the interview were analysed thematically. The study revealed that the use of traditional songs and rhymes, cultural arts and craft as well as traditional games activities were some of the ways through which indigenous play can be use in the teaching and learning of numeracy. Also, availability of indigenous teaching and learning resources, parental involvement, ability to enhance easy understanding as well as teacher training were some factors that influence teachers use of indigenous play. Again, lack of in-service training and professional development, classroom management as well as time constraints as some of the challenges affecting the use of indigenous play in teaching numeracy. Continuous professional development, availability of indigenous teaching and learning materials, active parental involvement were some of the strategies that can be used to improve the use of indigenous play based pedagogy in teaching numeracy in kindergarten centres in the Sekyere East District. The study therefore recommends that teacher pre-service training emphasize the importance that comes with the use of the indigenous play-based pedagogy, provision of adequate teaching and learning materials for teachers and young children, encourage open communication between educators and parents to promote a shared understanding of the value of play-based pedagogy in nurturing well-rounded learners within the Sekyere East District.	en_US
dc.description.abstract	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 2024	en_US
dc.language.iso	en	en_US
dc.publisher	University of Education, Winneba	en_US
dc.subject	Indigenous play	en_US
dc.subject	Teaching numeracy	en_US
dc.subject	Sekyere East District	en_US
dc.title	Teachers’ use of indigenous play in teaching numeracy in the Sekyere East District, Ghana	en_US
dc.type	Thesis	en_US