Play-based learning practices in Mekanisa Akababi and Mald kindergartens, Addis Ababa
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Date
2023-06
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Addis Ababa University
Abstract
This study was conducted to examine the practice of play-based learning in two kindergartens in Lideta sub-city, Addis Ababa, and endeavored to give answers to the following research questions: (1) How do teachers understand play-based learning? (2) For what purpose do KG teachers use play-based learning? (3) What type of play and play-based learning approach do kindergarten teachers use in the teaching and learning process? (4) What are the opportunities and challenges of Kindergarten teachers in using play-based learning? Using qualitative case study design, the study was conducted in two purposely selected kindergartens, one governmental and private, and obtained data from a total of six participants (two principals and four teachers) interview formats and observation of instructional processes. Thematic data analysis results showed that kindergarten teachers agree on using play-based learning as an instructional approach and generally, they use free play as a break from structured activities and use guided play to scaffold children’s learning in a specific area. Outdoor and physical play is the most common types of play observed in both kindergartens. However, differences in types and use of play-based teaching were observed between the governmental and private kindergartens. Scarcity of indoor and outdoor play materials and equipment especially in the public kindergarten; capacity limitation in both public and private kindergartens stand out as critical implementation challenges of learning through play in the study kindergartens. Accordingly, integration of play-based activities into the curriculum, teacher training in play-based instruction, and further research in the area were suggested to address the challenges and institutionalize play-based learning in kindergartens