Experiences of teachers with the implementation of play-based pedagogy at Early Childhood Centres in Yilo-Krobo Municipality
DOI:
https://doi.org/10.63569/ajopac/07/01/05Keywords:
Play-based Pedagogy, Developmentally Appropriate Practices, Zone of Proximal Development, Early Childhood, Education CentresAbstract
This study examined early childhood teachers’ experiences in implementing play-based pedagogy in early childhood centres within the Yilo-Krobo Municipality. The research adopted a qualitative, interpretivist approach, using an exploratory case study design. Thirteen early childhood educators were selected purposively, and data were collected through a structured interview guide and analysed thematically. The findings revealed that a majority of the teachers reported an acute shortage of teaching and learning materials, which significantly impeded the effective use of play-based learning. Most participants indicated that training opportunities related to play-based pedagogy were infrequent and irregular, which limited their ability to consistently apply learner-centred strategies. Over half of the teachers expressed the need for sustained professional development and external support, particularly from NGOs such as Sabre, Right to Play, and World Vision, to strengthen their competence and confidence in using play-based approaches. Participants also emphasised the importance of continuous monitoring and evaluation to ensure the relevance and impact of training on classroom practices. The study recommends that the education directorate intensify advocacy and community awareness on the value of play-based learning and prioritise the provision of adequate resources and support systems to enhance its implementation in early childhood centres.
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