Teacher’s perception towards play pedagogy: a case study of selected pre-schools in Makindye Sub-County, Wakiso District
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The purpose of the study was to examine play pedagogy in pre-schools of Makindye sub-county in Wakiso district of Uganda. The objective of the study was to establish the pre-school teacher’s perception towards play, to find out how pre-school teachers implement play pedagogy and to identify the challenges of implementing play pedagogy. A qualitative research approach was adopted and a case research design was employed to generate a deeper understanding of play pedagogy in class and out of class in pre-schools. Six pre-school teachers and two head teachers from Joyful Angels nursery school and Green Card nursery school were used for the three levels that is baby class, middle class and top class. Data was collected through interviews, observation and documentary analysis and the analysis of data involved editing, coding and use of thematic analysis from the generated data. However, pre-school teachers’ perceived play differently as some looked at it as a motivator and pleasant way of learning among children and this was through inside class and outside class play. However, from the findings it was discovered that pre-school teachers perceived play pedagogy as a way that shapes a child’s personality, a way that enables a child to explore, a way that enables children to learn in pleasurable way and a motivational force to children that enables children to grasp hard concepts. It was further discovered that the implementation of play pedagogy has enhanced social, physical, intellectual, moral and spiritual aspects of development among children. From the observation the Ministry Of Education and Sports developed a daily routine for pre-schools with some play time fixed for instance in morning circle, free choice period and during classroom activities. Teachers also have a role in planning, organizing and implementing play among children by initiating and guiding children during developmental activities. Play has also faced some challenges from the observations made especially during its implementation among which includes competition for local materials used for making play materials from scrap collectors, poor attitude towards play among the teachers as some pre-school teachers took play material making as wastage of time. Limited space for play in pre-schools especially in the urban set up pre-schools which results into none holistic development among pre-school children was also identified among the challenges. In conclusion therefore, it was found that teachers have both positive and negative beliefs about play, although play is implemented unfortunately emphasis is mostly put on out of class activities and less emphasis is put on inside class activities. Besides implementing play, many challenges have been met by pre-schools while implementing play pedagogy like limited space and competition from scrap collectors. On addition to that teachers were recommended to emphasize simple games, parents being stake holders to ECD should get involved in material collection and workshops or refresher course be designed to enable teachers develop a positive attitude towards play.