Adult and Lifelong Learning

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Browsing Adult and Lifelong Learning by Author "Amare, Mengistu"

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    Play-Based Pedagogy in Preschools of Kirkos Sub-city, Addis Ababa City Administration: Practice and Challenges
    (AAU, 2021) Amare, Mengistu; Asfaw, Abraha(PhD
    The main objective of this study was to examine the practice and challenges of play based pedagogy in preschools of Kirkos Sub-city, Addis Ababa. A concurrent embedded mixed research design (predominantly qualitative) was used in the study. A total of 60 research participants were selected (48 teachers, 6 school principals, and 6 students) using purposive, and simple random sampling techniques. Questionnaire, interview and observation were used to collect data from respondents. To analyze the data, both quantitative (frequency, percentage) and qualitative data analysis method (thematic analysis) were used as appropriate. The descriptive statistics results indicated that teachers often used circle time to teach academic skills and social/ emotional skills. On the other hand, it was found that teachers used structured activities to teach physical skills. The descriptive statistics results further indicated that the mean value for hands on activities as the best type of learning for preschoolers was found high though it is not applicable practically. The observation results witnessed that the implementation of play based pedagogy was found unsatisfactory. Moreover, this study discovered that teachers have different implementations concerning play as pedagogy. Teachers most of the time applied lecture method to teach children than engaging them in participatory activities. Most of the time, the play in the classroom was teacher-led not children-led. Moreover, results indicate that children were engaged in both cooperative and solitary play activities. In addition, it was found that teachers did not use transition from subject to subject (course to course). The results also identified challenges that hinder play based pedagogy include teachers inadequate training in ECCE; shortage of inputs; unconducive outdoor environment; inadequate space for play, inadequate play materials and equipment, teachers’ lack of pedagogical skill, lack of understanding of the play based pedagogy and increased number of students. From this one can conclude that play based pedagogy is not properly implemented in sampled preschools of Kirkos Sub-city. Therefore, continuous training for teachers on ECCE in general and play based pedagogy in particular, increase the handwork time; increasing supply of play materials and equipment in type and quantity, allocating separate budget for government preschools and increase supplementary books in type and quantity were suggested as remedial strategies to enhance the implementation of play-based pedagogy in preschools.