Perspectives of early childhood teachers on the implementation of play-based pedagogy in the Kumbungu District

Abstract

The purpose of this study was to investigate the perspectives of early childhood teachers on the implementation of play-based pedagogy in the Kumbungu District. The study adopted a positivist paradigm, employed a quantitative approach, and used a descriptive research design. A sample size of 127 teachers was selected using the Krech and Morgan sample table. Data were collected using a questionnaire, which was designed to gather information on teachers’ beliefs, training, understanding of play-based pedagogy, and the challenges they face in its implementation. The questionnaire included closed-ended items on a Likert scale, allowing for quantifiable analysis of teachers’ perspectives and practices. The study found that early childhood teachers’ use of play-based teaching depends largely on their beliefs, prior training, and understanding of the educational value of play. Despite positive attitudes towards play-based methods, many teachers reported challenges such as lack of resources, overcrowded classrooms, and time constraints. The study concluded that effective implementation of play-based pedagogy requires adequate resources, comprehensive teacher training, and supportive school leadership. It recommended regular in-service training, provision of teaching materials, reduction of classroom sizes, and ongoing mentorship for teachers. These measures aim to equip teachers with the skills, confidence, and environment necessary to make play a meaningful and integral part of early childhood education.