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

Bidzakin Yenpad Mercy

doi:doi:10.11648/j.ijeedu.20211004.16

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

Bidzakin Yenpad Mercy

Published in International Journal of Elementary Education (Volume 10, Issue 4)

Received: 19 October 2021 Accepted: 13 November 2021 Published: 2 December 2021

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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.

Published in	International Journal of Elementary Education (Volume 10, Issue 4)
DOI	10.11648/j.ijeedu.20211004.16
Page(s)	145-151
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Play Based Learning, Learning Through Play, Kindergarten Teachers and Play, Early Grade Learners, Play Pedagogy

References

[1]	National Association for the Education of Young Children. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from birth through Age 8. Position paper, NAEYC.
[2]	Bruce, T. (2018). Learning Through Play: For Babies, Toddlers and Young Children. Hodder Education.
[3]	Bickart, T. S., Colker, L. J., Dodge, D. T., & Heroman, C. (2010). Teaching strategies creative curriculum for preschool: The foundation. Washington, DC. Teaching Strategies, LLC.
[4]	Ministry of Education. (2012). Narrative report to support the operational plan to scale up quality kg education in Ghana. Accra: GES.
[5]	Lippman, P. C. (2017). Bring Your School to Life with Evidence Based Learning Design. Places Created for Learning.
[6]	Ampiah. J. G. (2008). An investigation of provision of quality basic education in Ghana: A Case study of selected schools in the central region. Journal of international cooperation, 11 (3). 37.
[7]	Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[8]	Wood, E. A. (2013). Play learning and the early childhood curriculum. SAGE Publication Ltd.
[9]	Kamau, J. M. (2016). Factors Influencing Provision of Play and Learning Materials among Children with Physical Challenges a Case Study of Joytown Special School, Kiambu County. Journal of Education and Practice. 7 (35).
[10]	Lynch, M. (2015). More play, please: The perspective of kindergarten teachers on play in the classroom. American Journal of Play, 7 (3), 347-369.
[11]	Bowdon, J. (2015). The common core's first casualty: Playful learning. Phi Delta Kappan, 96 (8), 33-37.
[12]	UNICEF (2018). Learning through play: Strengthening learning through play in early childhood education programmes. The Lego Foundation, UNICEF.
[13]	Opoku-Asare, N. (2014). Instructional strategies, institutional support and student achievement in general knowledge in art: Implications for visual arts education in Ghana. Journal of Education and Practice. (5)., 21.
[14]	Alemu B. M. (2010). Active learning approaches in mathematics education at universities in oromia. Addis Ababa Ethiopia.
[15]	Bryman, A. (2012). Social Research Methods. Oxford: Oxford University Press. Childhood classrooms. Washington, DC: NAEYC.
[16]	Kankam, G. & Weiler, J. (2010). A Guide to Action Research: For Colleges of Education and Universities. Read wide Publishers.
[17]	Coolidge, F. L. (2013). Statistics: A gentle introduction. (3rd Ed.). Thousand Oaks, CA: SAGE.
[18]	Bredekamp, S., & Copple, C. (2010). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd Ed.). Washington D.C.: National Association for the Education of Young Children.

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Bidzakin Yenpad Mercy. (2021). Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality. International Journal of Elementary Education, 10(4), 145-151. https://doi.org/10.11648/j.ijeedu.20211004.16

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Bidzakin Yenpad Mercy. Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality. Int. J. Elem. Educ. 2021, 10(4), 145-151. doi: 10.11648/j.ijeedu.20211004.16

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AMA Style

Bidzakin Yenpad Mercy. Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality. Int J Elem Educ. 2021;10(4):145-151. doi: 10.11648/j.ijeedu.20211004.16

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@article{10.11648/j.ijeedu.20211004.16,
  author = {Bidzakin Yenpad Mercy},
  title = {Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {4},
  pages = {145-151},
  doi = {10.11648/j.ijeedu.20211004.16},
  url = {https://doi.org/10.11648/j.ijeedu.20211004.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211004.16},
  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.},
 year = {2021}
}

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TY  - JOUR
T1  - Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality
AU  - Bidzakin Yenpad Mercy
Y1  - 2021/12/02
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211004.16
DO  - 10.11648/j.ijeedu.20211004.16
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 145
EP  - 151
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211004.16
AB  - 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.
VL  - 10
IS  - 4
ER  -

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Author Information

Bidzakin Yenpad Mercy

Department of Basic Education, University for Development Studies, Tamale, Ghana

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Plain Text BibTeX RIS

APA Style

Bidzakin Yenpad Mercy. (2021). Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality. International Journal of Elementary Education, 10(4), 145-151. https://doi.org/10.11648/j.ijeedu.20211004.16

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ACS Style

Bidzakin Yenpad Mercy. Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality. Int. J. Elem. Educ. 2021, 10(4), 145-151. doi: 10.11648/j.ijeedu.20211004.16

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AMA Style

Bidzakin Yenpad Mercy. Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality. Int J Elem Educ. 2021;10(4):145-151. doi: 10.11648/j.ijeedu.20211004.16

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@article{10.11648/j.ijeedu.20211004.16,
  author = {Bidzakin Yenpad Mercy},
  title = {Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {4},
  pages = {145-151},
  doi = {10.11648/j.ijeedu.20211004.16},
  url = {https://doi.org/10.11648/j.ijeedu.20211004.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211004.16},
  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.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Play Based Learning with Early Childhood Learners: Perspectives of Kindergarten Teachers in the Wenchi Municipality
AU  - Bidzakin Yenpad Mercy
Y1  - 2021/12/02
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211004.16
DO  - 10.11648/j.ijeedu.20211004.16
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 145
EP  - 151
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211004.16
AB  - 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.
VL  - 10
IS  - 4
ER  -

Copy | Download