Use of play- based learning in enhancing creativity and problem-solving skills in young children in the Kpone-Katamanso Municipality

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 Moreover, the study highlighted resource limitations, with some schools having inadequate or outdated materials, restricting meaningful play.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.