Implementation of Play-based Instruction in Some Pre-Schools of Bahir Dar City Administration, Amhara Region
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Date
2021-10
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Publisher
AAU
Abstract
This study was aimed at assessing the implementation of play based instruction in some pre schools of Bahir Dar city, Ethiopia. Play and children’s development is highly integrated &
enhances children’s physical, cognitive, social and emotional development. For this purpose,
mixed research method was employed to collect and analyze both qualitative and quantitative
data. The sample of the study included eight preschools (4 private KGs randomly selected & 4
government KGs purposively). Data sources for the quantitative study were 47 teachers drawn
randomly from 8 pre-schools (15 % of the population) and data sources for the qualitative study
were 8 preschool principals, 1 REB & 1 ZED Experts, selected using simple random sampling
and purposive sampling techniques respectively. Data were collected by questionnaire,
interview and observation. Quantitative data were analyzed by using one sample t-test; whereas
narration and thematic techniques were used to analyze the gathered qualitative data. The study
found out that most teachers perceived positively what the preschool curriculum inculcated play
based pedagogy which was statistically significant. Moreover, the study indicated that most
teachers perceived negatively the practicing of play-based instruction which was statistically
significant. The study also revealed majority of preschools have not safe playground for the
children to play and there was no adequate and appropriate indoor outdoor materials and
equipment in the preschools. Moreover, teachers incompetency, curriculum usage that lacking
requisite officials and inadequate indoors and outdoors games were identified as factors that
affect play based instruction. Finally, pertinent recommendations were drawn from the findings
and the conclusions of the study.