Preschool Teachers’ Perceptions towards Play based Instruction in Private Preschools in Guji Zone, Oromiya Regional State
No Thumbnail Available
Date
2021-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
The main purpose of this study was to assess the perceptions of preschool teachers
towards play based instruction. In order to achieve the objectives, a mixed research
design was employed. Random sampling and purposive sampling techniques were
used to select the sample size from the population. Data was collected from 44
preschool teachers, through questionnaire, interview and observation. The
quantitative data obtained from questionnaire were analyzed in SPSS software
version 20 by using descriptive (mean and standard deviation). On the other hand, the qualitative data obtained through interview and observation were analyzed
qualitatively in narrative form and used to supplement and/or triangulate the
responses. Accordingly, from the findings of the study, it would appear that the
sample of preschool teachers surveyed endorse the importance of play based
approach in preschool education. However, many teachers did not integrate play into
their activities to support teaching and learning process, even though they agree that
children love to play. Apparently, factors such as time allocation for play activities, limited and unsuitable space for play, lack of knowledge and skills required to
implement play based instruction and poor support from administrators, are the main
reasons the teachers cited for minimizing play. Hence, it is recommended that the
Woredas Education Of ice, Guji zone Education of ice and Oromiya Educational
Bureau with dif erent pertinent stakeholders shall work in a coordinated manner to
provide stimulation programs for preschool teachers so as to enhance their capacity
for ef ective implementation of play based instruction.