Exploring Teacher and Parent Perspectives, Attitudes, and Knowledge on Play Pedagogies in Preprimary Education in Mekelle and Wukro Cities
| dc.contributor.advisor | Yigzaw Haile (PhD) | |
| dc.contributor.author | Rawda Hadi | |
| dc.date.accessioned | 2025-05-22T05:20:39Z | |
| dc.date.available | 2025-05-22T05:20:39Z | |
| dc.date.issued | 2024-05 | |
| dc.description.abstract | This research attempted to examine the power of play pedagogies in Mekelle and Wukro preprimary educational settings. It argued for the importance of integrating play in the curriculum, teaching and learning process of preschool education. The research reiterated that play pedagogies promote children's holistic development. More so, the effective integration and implementation of play pedagogies contributes to the development of children‟s curiosity, creativity, and lifelong love for learning. To address the research questions posed, the study employed a convergent parallel/concurrent research design. Quantitative and qualitative data were collected from randomly selected 135 preprimary school teachers and purposefully selected 12 teachers and 11 parents using questionnaire, semi-structured interviews, observation and document reviews. Descriptive and inferential statistics were computed to analyze the quantitative data. The qualitative data were analyzed using applied thematic analysis. The result of the study showed that the correlation coefficients measured for play pedagogies scales ranged from lower to moderate values, with most of the observed values indicating statistically significant relationships. The linear and hierarchical multiple regression analysis also showed the effect of teacher related variables on the practice of play pedagogies. Nevertheless, the general perceptions of teachers about the types of play pedagogies used in their school settings, its degree of effectiveness and alignment with teachers‟ guide showed variations. The findings obtained from qualitative data analysis showed teachers and parents‟ level of understanding about play, play pedagogies and its importance in fostering children‟s development. Though teachers and parents‟ reflections showed a positive attitude towards play and play pedagogies, it was not supplemented with appropriate conceptions and implementation strategies. Various factors were found to influence the successful implementation of play pedagogies in the observed schools. Based on the major findings, various conclusions were drawn and used as a guide in forwarding recommendations to improve ECCE policy and practices. Key words: Playful Pedagogies, Preprimary Schools, Holistic Development, Integration | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/5525 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Playful Pedagogies | |
| dc.subject | Preprimary Schools | |
| dc.subject | Holistic Development | |
| dc.subject | Integration | |
| dc.title | Exploring Teacher and Parent Perspectives, Attitudes, and Knowledge on Play Pedagogies in Preprimary Education in Mekelle and Wukro Cities | |
| dc.type | Thesis |