Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality

Abstract

Play allows children to build and extend their knowledge and skills as they interact with their environment, with others, and on their own. This research study aimed at exploring kindergarten teachers' perspectives on the 'play based learning' approach to teaching Early Childhood classrooms. This study employed a qualitative research design with the use of a descriptive survey. Purposive and simple random sampling techniques were used to draw 100 kindergarten teachers from the public kindergarten schools. Questionnaire was used to gather the data from the respondents. The descriptive analysis was the procedure applied for the data analysis. The findings of the study revealed that the majority of the kindergarten teachers have knowledge and understanding of the concept play based learning approach to teaching. However, lack of learning materials, parent's expectations on children's academic performance and large class size were the major factors impeding teachers from implementing the play based learning in Early childhood classrooms. The study recommended that the Education Directorate in collaboration with the Local Assembly should supply learning materials to schools, organise regular in-service training to teachers, and build more classrooms so as to curb the challenges raised.