Kindergarten teachers’ use of teaching and learning resources in Lessons

Abstract

The study was undertaken in the Sagnarigu Municipality with the purpose of investigating how kindergarten teachers use teaching and learning resources in their lesson delivery. The study utilized mixed methods approach involving questionnaire, interview and observation to provide evidence for studying the research problem rather than either quantitative or qualitative study alone. The study population comprised all five hundred and ten (510) kindergarten teachers and one hundred and thirty head teachers who head both Kindergarten and Primary schools under the Sagnarigu Municipal Education Directorate. The sample size for this study comprised twenty (20) kindergarten teachers and ten (10) head teachers. The qualitative data was analyzed using thematic approach while the quantitative data was analyzed using the Statistical Product and Social Services (SPSS) software version 26.0. The study found that Kindergarten teachers use a variety of TLRs, including textbooks for teachers and learners, exercise books, drawing books, materials for tracing, reading books, storybooks, big books, conversational posters, flip charts, flashcards, empty cans and boxes for teaching shapes, bottle tops, sticks, counters, and straws for numeracy, cardboards for other activities, pictures of scenes on the walls, drawings of learners on the walls, learning centres, sand trays, and manipulatives. Also, it was revealed that Kindergarten teachers utilize TLRs in various interactive and engaging ways to enhance learning. For instance, flashcards and word cards are used for vocabulary building and sentence construction activities. Drawing books and materials for tracing are incorporated into art and fine motor skill development exercises. Exercise books are used for daily practice and assessments. Teachers also use manipulatives like bottle tops, sticks, and counters to teach numeracy concepts, making abstract ideas more concrete for young learners. Additionally, pictures of scenes and drawings on the walls are employed to create a stimulating and visually rich learning environment that supports thematic and experiential learning. The study recommends that teachers should continue to use a diverse array of TLRs, including physical materials like flashcards and drawing books, as well as digital resources to improve learners’ engagement and understanding. Also, head teachers should encourage teachers to use TLRs in ways that actively engage learners in the learning process. This can include interactive activities, group work, and hands-on exercises that make learning more dynamic and participatory.