Abstract:
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some schools having inadequate or outdated materials, restricting meaningful play.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.
Description:
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
