Role of play-based pedagogy in developing numeracy skills among pre-school learners withing Yunyoo-Nasuan District

Abstract

The purpose of this study was to examine the role of play-based pedagogy in numeracy education among preschool learners in the Yunyoo-Nasuan District. Exploratory case study design was used for the study. A total of 11 preschool teachers were purposively selected based on their teaching experiences, use of play-based methods, and willingness to participate in the study. Data was collected using semi-structured interviews. Thematic analysis was used to identify key themes and patterns emerging from the data. The findings revealed that teachers employed various play-based strategies such as counting games, songs, rhymes, storytelling, role play, and the use of manipulatives to make numeracy instruction engaging and meaningful. These approaches enhanced learners’ motivation, participation, and understanding of mathematical concepts more effectively than traditional rote-learning methods. However, the study also found that inadequate teaching and learning materials, overcrowded classrooms, and limited instructional time were major barriers to the effective implementation of play-based pedagogy. The study concluded that play-based teaching is a powerful approach for developing children’s numeracy skills through active participation and exploration. It recommended continuous teacher training, provision of child-friendly learning materials, and the integration of play-based methods into the national early childhood curriculum.