Factors Influencing the Implementation of Learning through Play in Preprimary School Classrooms and its Contribution to Children’s Learning in Gog Woreda of Gambella, Regional State
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Date
2021-08
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AAU
Abstract
The purpose of this research was to investigate factors influencing the implementation of
learning through play in preprimary school classroom and its contribution to children’s learning
in Pinyudo town of Gog Woreda in Gambella, Ethiopia. Qualitative design was employed. Three
governmental preprimary schools were selected through purposive sampling technique. And all
teachers who taught in preprimary school classrooms were also selected purposively as the
participants of this study. Data collection tools were interviews, Focus Group discussion and
observations. To analyze the data, thematic analysis method was employed and the major themes
emerged were: Activity for enjoyment, Physical and Social Activities, Recreational with less
purpose and Teacher’s uncertainty and Preprimary classroom accessibility and Quality. The
findings revealed that majority of teachers have less knowledge of teaching in ECCE center. The
findings also showed that absence of teachers training in ECCE and lack of enough and relevant
play materials for children added to lack of time allocation to classroom play activities were the
prominent factors impeding the implementation of learning through play and its contribution to
children’s learning. In order to improve the current challenges and practices of learning through
play in preprimary school classrooms. The following measures need to be carried out in the
studied area in Gog Woreda of Gambella in Anywaa Zone: qualified teachers in ECCE have key
role in supporting early childhood learning. Therefore, to conceptualize and integrate learning
through play in preprimary school classrooms, preprimary school teachers need appropriate
training and qualifications. Like professionals in any field, early childhood educators develop
their skills through training.