Play-Based Pedagogy in Preschools of Kirkos Sub-city, Addis Ababa City Administration: Practice and Challenges
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Date
2021
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Publisher
AAU
Abstract
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.
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Keywords
Play Based Pedagogy, Preschools, Teachers, principals, students, Sub-city