Admas, FantahunKwot, Okunyi2021-09-302023-11-052021-09-302023-11-052021-08http://etd.aau.edu.et/handle/123456789/28017The 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.enThesis