An examination of pre-primary school teachers’ perceptions of play-based learning in Kawempe Division Kampala District

Abstract

This study examined how teacher’s perceived play based learning and how these perspectives affected its implementation in pre-primary settings. The study drew on the cognitive theory of learning; arguing that action and thinking are two simultaneous moments in the learning process of the child. Therefore, it was argued that critical use of play based pedagogical approach in the instruction of preschool children should mainly focus on pre-empting learners thinking powers through active play. This qualitative study specifically sought to examine how teachers perceived, implemented and assessed play based learning in preschools within Kawempe Division. Information was provided by a total of six teachers and three head teachers who were purposively selected from 3 preschools within Kawempe Division. Data were collected using a structured interview guide, open ended questionnaire and observation check lists and analyzed using content analysis. The findings revealed that teachers valued the critical role of play in the instruction of preschool children although their knowledge on the applicability of the play based pedagogical approach to the instruction of preschool children was narrow. The findings further revealed that the culture of time tabling place was place, creative manipulation of locally available resources to generate materials to enhance play based learning featured in the sampled schools, which all clearly indicated that teachers believed in the significance of play in the teaching and learning of Preschool children. Teachers assessed play using several approaches ranging from development of monitoring tools, giving continuous assessment exercises to participant and non-participant assessment drives. Basing on the study findings, it was concluded that teachers valued the significance of play based learning though teachers lacked pedagogical, content and technological knowledge on the use of play based learning methodology. It was also established that shortage of trained teachers in preschools is a dilemma which constrains the effective use of play based learning, standardization of play based learning gaps were key and limited financial support characterized preschools. It is therefore important that robust retooling of preschool teachers on play based learning approaches, standardization of programs , development of well monitored public private partnerships systems and development of regional play based learning model demonstration centers to serve as centers of reference in the use of play based pedagogical approach