JASIKAN COLLEGE OF EDUCATION

SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION THROUGH

THE USE OF PLAY AS A LEARNING STRTEGY

CLEMENTINA YEBOAA

(JACE/ECE/18/0072)

2022

i
 JASIKAN COLLEGE OF EDUCATION

SKILLS DEVELOPMENT IN EARLY CHILDHOOD EDUCATION THROUGH

THE USE OF PLAY AS A LEARNING STRTEGY

CLEMENTINA YEBOAA

(JACE/ECE/18/0072)

A project work presented to the Department of Social Sciences, Jasikan College of Education

in partial fulfillment of the requirement for the award of Bachelor Degree

in Primary Education

OCTOBER 2022

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 DECLARATION

Candidate’s Declaration

I hereby declare that; this project work is the result of my own original research and that no

part of it has been presented for another Degree in Jasikan College of Education or elsewhere.

Candidate’s Signature:………………………… Date…………………………….

Name: …………………………………………

Supervisor’s Declaration

I hereby declare that the preparations and presentation of the project work was supervised in

accordance with the guidance on the project work laid down by Jasikan College of Education.

Supervisor’s Signature:………………….… Date:………………………………

Name:………………………………………………………..

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 ABSTRACT

This study aims at establishing the use of play as a teaching and learning strategy and how it

contributes to skills development in early childhood education. The study looked at influencing

factors on use of play as a teaching strategy. Qualitative research approach was adopted where

25 respondents including teachers and pupils using purposive sampling technique. The study

is exploratory in nature, data was collected using interviews and observations within five

weeks’ timeframe. Thematic framework was used to analysed the data to draw meanings. The

findings in this study suggest that, lack of access to a variety of play materials bring about a

loss of teachers’ interest in using play as a teaching strategy. It was also noticed that teachers

who went through Early Childhood Education tend to use play in their teaching than those who

did not. It was also deduced that creative play improves the cognitive skills of pupils but it is

been underutilized by the teachers but rather role play is the form of play often used in the

school. In other words, availability of material in terms of indoor space for play as well as

outdoor space and built structures for the purposes of play and the extent of teachers training

in terms of years that a pre-primary school teacher has been in the teaching profession before

or after training and experience in early childhood education influenced the use of play as

learning strategy and hence, impacted learning outcomes and skills development of children.

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 ACKNOWLEDGEMENT

It is my fervent pleasure to acknowledge the efforts of all those who in diverse ways have

contributed towards my successful completion of the Degree in Early Childhood Education.

Special regards to my supervisor Mrs. Bernice Agbedor for her professional guidance and care

shown towards me to come out with this piece of work. May God richly bless her. My sincere

thanks to Mr. Samuel Kwatei for his encouragement and support throughout this journey.

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 DEDICATION

This work is dedicated to my family especially Augustine Kyereme who is my

brother and my mother Mrs. Agyeiwaa Georgina.

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 TABLE OF CONTENT

CONTENT PAGE

DECLARATION iii

ABSTRACT iv

ACKNOWLEDGEMENT v

DEDICATION vi

TABLE OF CONTENT vii

LIST OF TABLES x

LIST OF FIGURES xi

CHAPTER ONE 1

CHAPTER OVERVIEW 1

BACKGROUND INFORMATION 1

PROBLEM STATEMENT 3

PURPOSE OF THE STUDY 3

RESEARCH OBJECTIVES 4

RESEARCH QUESTIONS 4

SIGNIFICANCE OF THE STUDY 4

LIMITATIONS OF THE STUDY 5

ORGANIZATION OF THE STUDY 5

CHAPTER SUMMARY 6

CHAPTER TWO 7

LITERATURE REVIEW 7

CHAPTER OVERVIEW 7

CONCEPTUAL FRAMEWORK 8

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THEORETICAL FRAMEWORK 9

THE CONCEPT OF PLAY AS TEACHING AND LEARNING STRATEGY 10

PLAY IN EARLY CHILDHOOD DEVELOPMENT 11

TEACHERS’ ROLE IN CHILDREN’S PLAY 12

CHAPTER SUMMARY 14

CHAPTER 3 15

METHODOLOGY 15

STUDY DESIGN 15

STUDY LOCATION/AREA 16

TARGET POPULATION 17

SAMPLING METHOD 17

DATA COLLECTION METHOD / TECHNIQUE 17

INTERVIEWS 17

DATA COLLECTION PROCEDURE 19

ETHICAL CONSIDERATION 19

DATA ANALYSIS 20

CHAPTER SUMMARY 20

CHAPTER FOUR 21

CHAPTER OVERVIEW 21

AVAILABILITY OF PLAY MATERIAL 21

TEACHERS TRAINING EXPERIENCE 23

HOW PLAY INFLUENCE COGNITIVE SKILLS 24

TEACHERS USE OF PLAY 24

CHAPTER SUMMARY 24

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CHAPTER FIVE 25

CHAPTER OVERVIEW 26

SUMMARY OF FINDINGS 26

CONCLUSION 27

RECOMMENDATION 28

CHAPTER SUMMARY 29

REFERENCES 30

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 LIST OF TABLES

TEACHERS USE OF PLAY………………………………………………………24

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 LIST OF FIGURES

FIGURE 1 CONCEPTUAL FRAMEWORK .................................................................... 8

FIGURE 2 STUDY SITE .................................................................................................. 16

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 CHAPTER ONE

INTRODUCTION

1.0 Chapter overview

This chapter introduces the background of the study as well as the statement of the

problem and the purpose of the whole study including the objectives that give shape to the

study, the research questions, significance of the study as well as limitations encountered

during the study and has also enlightened how the entire study has been organized.

1.1 Background to the study

Play is a voluntary activity which takes into consideration the use of relationships

involving the body, objects and sometimes symbols (Cheng and Stimpson, 2004). Since play

is a legitimate right of every child, up to 20% of children’s time and energy is been used in

play (Fleer, 2015). The early stages of human life offer a great opportunity for social and

cognitive investment, but at the same time this is the most dangerous and vulnerable period if

holistic development is not given. (Eggum-Wilkens et al., 2014) indicated that, play is not only

the children’s natural occupation before constraints and formal schooling takes over but it also

serves as a major means which children use to communicate to themselves and to the world

around.

The easiest way to assess if teaching in Early Childhood Education is relevant to the

child is based on the teaching and learning approaches used. The methods used by both teachers

and pupils in teaching and learning are crucial at the tender age (EggumWilkens et al., 2014).

Additionally, to obtain effective early childhood stimulation requires pre-primary school

teachers and caregivers to leverage on play as a teaching and learning strategy. Play helps

children in understanding various concepts in easier way and in more permanent ways. Play

may take different forms including physical, social, intellectual or emotional. It may be real or

symbolic representing a variety of situations, events or relations (Eun, 2010). For holistic

development and learning, children need mental stimulation and plenty of opportunities to

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exercise and develop their talents. Experience from families has indicated that adults who

encourage children to do things by themselves through play at home, school and children

centers promote a sense of initiative (Eun, 2010).

Sensitizing teachers on issues concerning the overall development of children helps them to

provide consistent stimulating school environment and maintain a consistent and positive

teacher-child interaction.

Use of play as a teaching strategy in pre-primary schools enables children to learn

various skills and responsibilities in the society such as gender roles in addition to modeling

directions at their own pace. Through play, children are able to recall, repeat different sounds,

accurately recite poems, and hence provide many opportunities to experience what they have

learned. There is evidence that children’s use of songs and a wide range of playing materials

in pre-primary settings builds and develops remarkable abilities in perceiving various concepts

about different objects, situations, relationships and environment (Fumoto, 2011).. Since play

dominates any interactive teaching, it worth investigating the extent to which play can be

utilized in teaching and learning.

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1.2 Statement of the problem

Understanding how play supports learning means understanding how children learn. Just

as a tree’s roots form a foundation on which the tree can thrive, our teaching must have roots

in child development in order for children to thrive. Play has been described as a vehicle for

learning especially in early childhood education; this implies that for effective learning, play

must be incorporated in early childhood programmes (Fleer, 2015). To identify the teaching

pedagogy that will yield the best and desired results is one of the problems in early childhood

education.

These best teaching methods must be of a critical concern because of the importance of early

childhood in the development of mental and cognitive skills. Developing the mental functions

which includes language, motor skills and psychological skills is known to be influenced

greatly by teaching methods and educational environment which the child is exposed to during

the first six to eight years of life

(Hatch, 2010). A child’s early years are the foundation for future development, providing a

strong base for lifelong learning and learning abilities, including cognitive and social

development (Fleer, 2015). It is therefore necessary to ascertain the extent to which the use of

play as teaching strategy contribute to early childhood education with regards to skills

development since it forms the starting point for future development.

1.3 Purpose of the study

The purpose of this study is to explore and understand how the use of play as teaching

and learning strategy contribute to skills development in early childhood education. The study

also seeks to explore how teachers’ experience and training in early childhood education

influence the use of play as learning strategy in Pampawie R/C Primary School.

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1.4 Research Objectives

The study focuses on the following specific objectives:

➢ To identify the availability of play materials that influences the use of play as a learning

strategy

➢ To examine the influence of teachers’ experience and training on the use of play.

➢ To determine how play influences cognitive skills of children

➢ To determine the influence of play on the attentiveness of children.

1.5 Research Questions

➢ How does the availability of play materials influence the use of play as learning

strategy?

➢ How does teachers’ experience and training affect the use of play as learning strategy?

➢ How does the use of play contribute to the cognitive skills of children?

➢ Will the use of play as learning strategy for skills development in early childhood have

influence on the attentiveness of children?

1.6 Significance of the study

1.6.1 Academia

The study will provide researchers with a useful insight on how the use of play as teaching and

learning strategy contributes to skills development and stimulate other researchers to engage

in further research in the area.

1.6.2 Practices

Practically, these empirical evidences will be important to create awareness to the individual

teachers and the pupil on the need to utilize play as teaching and learning strategy.

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1.6.3 Policy

This study will be useful to the Ministry of Education, Ghana Education Service and owners

of pre-primary schools to develop policies necessary to leverage on play as learning strategy

in early childhood education.

1.7.1 Delimitation

This study is delimited to specific selected public pre-primary schools in the Kadjebi District.

Conspicuously, the study can only be generalized to pre-primary public schools. Further

studies could factor private pre-primary schools.

1.7.2 Limitations

The main limitations associated with the study can be linked to the following;

Indeed, no study of this nature can be undertaken without any least form of limitations. For

instance, there were few teachers who were part of the target respondents but did not show up

during the days of interview due to leave and absenteeism. Language barrier on the side of the

pupil also contributed to the limitation of the study however, effort was made by the researcher

to overcome the significant effect these limitations could have on the objectives and outcome

of the study.

1.8 Organization of the study

The study is organized into five main chapters. Chapter one constitutes the introduction and

consist of the background of the study, the statement of the problem, the purpose of the study,

significance of the study, limitation and delimitation, definitions of terms and finally the

organization of the study. Chapter two involves the review of related literature on the proposed

area under study to demonstrate knowledge and understanding of the study area through

findings of other researchers to identify gaps in the area.

With chapter three, it deals with the methodology and methods used for the study with regards

to the research setting, research design, research population, sample and sampling technique,

data collection instruments, data collection procedure, data analysis procedure as well as

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ethical consideration. The chapter four discusses the data processing and data analysis about

the four main research questions raised. The final chapter will be chapter five which consist of

the study summary, conclusion, recommendations and suggestions for further studies based on

the findings.

1.9 Chapter Summary

This chapter has vividly dealt with the concept of play and the background of the study

including how play can be utilize as a learning strategy at early stage of children in building

their mental and learning capacity. Four main objectives were raised including four research

questions to respond to those objectives. Significance of the study was looked at under three

main category including practice, policy and academia. Limitation and delimitation as well as

organization of the study were also discussed in this chapter.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Chapter overview

This chapter relates to how relevant play is in early childhood education, development,

teaching and learning as well as the role of teachers in using play. It also discusses the relevance

of environment conducive for effective play making. The chapter also focuses on influencing

factors in using play by pre-primary school teachers as a teaching strategy. Some theories and

conceptual framework relevant to the study shall be looked at in this chapter.

2.1 Conceptual Framework

The conceptual framework indicates a snapshot of what is expected to be found

throughout the research work. It showcases the relationship between the relevant variables and

how they are linked to each other. It is expected that, availability of material in terms of indoor

space for play as well as outdoor space and built structures for the purposes of play and the

extent of teachers training in terms of years that a pre-primary school teacher has been in the

teaching profession before or after training and experience in early childhood education will

influence the use of play as learning strategy; this eventually will have impact on the learning

outcome and skills development of children.

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 Learning outcome Skills development
-Ability to learn -Social
- Ability to recall -Cognitive
-Attentiveness
Use of play as
learning and
teaching strategy
Play Materials/Resources From Teachers
-Play materials available -Experience in play
- Indoor space an making
-Outdoor spaced -Early childhood training

2.1.1 Definition of terms

Use of play: The frequency of using play related activities such as games, songs, poems

and tongue twisters in teaching /learning

Level of experience: Years that a pre-primary school teacher has been in the teaching

profession before or after training.

Teaching strategy: Teaching method or technique which a pre-primary school teacher

uses to introduce a new concept, or reinforce a concept

Play material: Anything natural or artificial/improvised, props or loose parts, which a

child or a teacher can use for fantasy or recreation, inside or outside class.

Availability of play materials: This is the ratio of play objects to a child, the presence

of indoor play/activity corners and outdoor built facilities like sand play areas, water

play areas and open spaces.

Outdoor play facilities: Amenities or utilities placed, built or fixed outside the class

room setting for the purpose of free or structured play.

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2.2 Theoretical framework

2.2.1 Constructivist Theory of Play and Learning

This theory states that, the idea that children learn by creating knowledge is by

interacting with their environment. According to Lee (2009), social interaction is essential for

children development and should be included in school curriculum. He argues that, education

should come from children natural curiosity while the teachers act as a guide which will expose

children to much experience to enhance learning. Through play, children can explore their own

questions and make real world connections and construct their own learning. Children are

active learners and always learn by doing when they are actively engaged. Children learn

through their living experiences; as such the play method can be used by teachers to encourage

pupils in the process of learning language and vocabulary.

Froebel (1987), a German philosopher on early childhood education discovered that all

the tasks given to children should have elements of play and the objects used in the learning

process can arouse the interest of children towards learning. Hatch (2010) indicated that the

role of the teacher is to facilitate children to play and explore knowledge independently.

Pramling (2008) affirmed play as a necessary and important part of the educational process and

children learn faster through the play method because they love fun. Piaget (2009) strongly

believed that preschool children use symbols in play during the pre-operational stage of

learning. For example, at this stage, children might use a book to resemble a car when they

play on the floor. Piaget concluded that children learn through assimilation, accommodation

and adaptation.

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2.2.2 Personal Investment Theory

The Personal Investment Theory was propounded by researcher Maehr in 1984 which

argues that, the habit an individual has about a particular thing determines how the person

invest time and energy in. The theory suggests that a person may have recognized talent/ability

in performing a task but may not be interested to exhibit the behavior if the practice is not

encouraged by his/her reference group. This means that, when the use of play by teachers are

appreciated by management of the schools then he/she will be motivated to invest more of the

talent, skills and energy in that. This can also be applied to the kids such that, how they will

recognize the use of play will influence the kind of love and involvement they will put to that.

The theory further states that a person’s subjective judgment of the ability to undertake a task

efficiently influences the choice to exhibit or inhibit a behavior. When a teacher believes in his

skills, competence and knowledge in Early Childhood teaching practices, then the amount of

investment he/she put in increases. Experience is also a determinant in using play as a teaching

approach. This theory is very relevant to this study as it establishes a relationship between pre-

primary school teachers’ use of play as a teaching strategy.

2.3 The concept of play as teaching and learning strategy

Play is not a luxury but rather a crucial dynamic of healthy, physical, intellectual and

socio-emotional development at all ages (Hatch, 2010). Play could take a form of social-

dramatic play, playing with object, creative play and role play. Teaching and learning strategy

is a method or technique which a pre-primary school teacher uses to introduce a new concept,

or reinforce a concept. According to Vygotsky (2010), in a play; children behave beyond his

actual age and the normal behavior. This statement means that play can stimulate children to

think at a higher level.

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In addition, it is a significant and effective medium of teaching in pre-primary schools. Roberts

(2013) indicated that educators can most effectively harness the power of children’s learning

by presenting new ideas and reinforcing concepts by use of play, a potential which is intrinsic

in children. Bredekam (2017), while writing on relevance of play in teaching and enabling

children’s learning, commented that teachers‟ support in children play activities is an

extremely important developmental practice as it enhances smooth teaching and facilitates

children’s learning at their own pace.

2.4 Play in Early Childhood Development

Literature has revealed that early childhood activities strongly affect human

development. Children’s earliest learning experiences are most significant in determining their

future progress in education and subsequent success in life (Hatch, 2010). The quality and

nature of early childhood has a significant long-term impact on their educational performance

(Sylva, 2004). Play is children’s natural occupation before cultural restraints and formal

schooling takes over. It has been widely acknowledged that play is the first means through

which development of the human mind takes place. It is the first point to make known to the

outward world, to act and to reinforce facts and to exercise the powers of body and mind

(Hatch, 2010). Children begin learning as soon as they are born, and early childhood years is

where children have most capacity for development and learning, play is the work of the child

(Montessori, 2013). Ginsburg (2007) stressed that play is so important for optimal child

development that it has been recognized by the United Nations for Human Rights as a right for

every child. Play is essential for development because it contributes to the cognitive, physical,

social and emotional well-being. As such, preschool teachers should emphasize on play

methods in the classroom because it enhances children’s learning processes and interest

towards

learning languages.

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Play method provides maximum interaction and correspondence with others in the classroom

and helps children to master vocabulary through fun and enjoyment. The play method provides

room for children to use their creativity and develop their imagination. Play allows children to

learn through experience, enhances confidence and self-esteem and also develops interest

towards learning language. Scarfo & Littleford (2008) asserted that teachers should allow

children to play with things like sand, water and blocks. By setting up a play environment,

children are given the opportunity to manipulate, explore and experience with a variety of new

material which enhances learning. Through play, children learn independence, knowledge and

application of new vocabulary. Bodrova (2008) also stressed that play helps children master

the symbolic nature of words. A study by Ekind (2007) showed that preschool children could

remember more items in the dramatic play condition, functioning at the level that older children

could demonstrate in the non-play condition that was similar to typical school task.

2.5 Teachers’ roles in children’s play

Teachers must be observers and must be able to observe children’s play and help them

to interpret issues which comes out of the play processes and assist them to understand the

knowledge behind the play, and they must also ask questions which will further throw more

light on the key aspects of the play. Teachers should be able to plan the play under a conducive

environment, spacious and timely manner to assist them understand the full content of the play.

Sometimes teachers must actively involve themselves in the play in particular aspects to serve

as a guide for the children (Fleer, 2015).

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2.6 The concept of environment

To understand play, we first must understand the importance of the environment in the

eyes of children. Some people may see the environment as insignificant, but for teachers,

parents, and educators it is something that needs to be considered a high priority. Environment

is defined as the physical environment, its surroundings, and a specific setting (Vickerius,

2006). The physical environment will vary depending on the age and number of children in the

classroom, as well as the goals of programs and specific activities in the classroom. The infant

classroom, for example, will designate the eating, sleeping, diapering, and play areas as

primary for activities.

However, the most important space in which activities will be performed is the play area.

The play area of infants needs to be configured so that they can grasp and reach age-appropriate

toys or pull themselves up when practicing standing or walking

(Ndegwa, M. (2005). Infants will need to be down on the floor exploring their environments

with toys to look at, listening to things around them, feeling, chewing, pushing, pulling,

stacking, rolling, turning, squeezing, and shaking. Toddlers need spaces that allow them to

experiment, explore, and discover things around their environment. They are constantly

moving or on the go and need many opportunities to practice newly emerging skills (Ndani

and Kimani, 2010).

2.6.1 The physical environment for play and learning;

A well-arranged environment should enhance children’s development through learning

and play. It facilitates classroom management and supports the implementation of curricular

goals and objectives (Catron & Allen, 2007). The way the physical environment is designed

13
and configured influences how children feel, act, and behave. The physical environment allows

growth and development through activities and materials in defined play areas. Room

arrangement for play activity plays an important role in students’ social and language

interactions.

Poorly designed classrooms can cause disruptions and negative social interactions among

students and/or between students and the teacher. For example, having the reading and writing

center next to the music area would cause disruptions among children who are trying to

concentrate on the skill of writing. Students can become frustrated when they do not have an

organized environment to call their own (Clayton & Forton, 2001).

The physical environment is a direct image of the teacher’s planning and the student’s learning.

It is where both teachers and students will spend most of their time and a place they can call

their own and relate to. It should be well organized, comfortable, and personable and offer a

variety of manipulates for cognitive, social, emotional, and physical development (Catron &

Allen, 2007).

2.7 Chapter Summary

Literature has been reviewed in this chapter on both the theoretical and conceptual

framework underpinning this study in relation to the uses of play (thus, social-dramatic play,

playing with object, creative play and role play) as a learning strategy in early childhood

education and development as well as relevance of use of play as a teaching method. Various

studies on teaching behaviour have also been reviewed. The role of teachers in terms of use of

play, the role of play itself in childhood development has been reviewed as well. From

literature, although parents have high demand for Early

Childhood Education but they have limited choices and information on their operations. The

environment in which play is carried out has duly been looked at due to their immense influence

on the objectives of using play to teach children.

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 CHAPTER THREE

METHODOLOGY AND METHODS

3.0 Chapter overview

This chapter presents the methodology adopted for the research including target population and

sampling technique for the study. In detail, the chapter is sectioned into the research design,

data collection and data analysis. The research approach, research method, data collection

methods, it has also discussed the ethical considerations and data analysis within the relevant

sections to arrive at answers to the research questions.

3.1 Research Design

A research design can be said to be an arrangement which seeks to gather and analyse

data in a manner that combines relevance (Bodrova et al., 2005). In achieving the purpose of

this study, which is to assess the use of play as a teaching and learning strategy in Early

Childhood Education, the research is designed to present the underlying assumptions that

facilitate the study as well as the specific research method and approach that are adopted. As

such the research design is categorized into Research approach and Research method.

Qualitative research approach is adopted for the study because it makes use of questions like

‘how’ and ‘why’ which qualitative research approach seeks to answer (Ndani, and Kimani,

2010). Adopting the qualitative approach in this study is suitable for a number of reasons. First

of all, the qualitative research approach is adopted because of the nature of the findings and the

respondents involve who are mostly kids. There are a number of methods which could be

explored for this qualitative study for the most suitable. However, in understanding how the

use of play can influence the pupil in terms of skills development in the area of cognitive, social

and attentiveness, case study method was adopted as it allows the researcher to seek answers

to the questions without much influence on the respondents from the researcher (Pramling and

Asplund, 2008).

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This research, thus, adopts case study as the qualitative research design.

3.2 Location of the study

The study was conducted in pampawie R/C primary school in the Kadjebi District of Oti

Region. Pampawie is predominantly farming and petty trading community with Twi and Ewe

as their common local language. The school is the only basic school found in the township

comprising of 1193 pupils and 28 teachers (According to the headmaster of the school, Mr.

John Kwakye Kwame).

Figure 3.1 Study District

Source: Ghana Statistical Service (2014)

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3.3 Target Population

The target population of the study involved all the school teachers teaching in the lower primary

and the lower primary pupils. The school has a total of 28 teachers and 1193 pupils.

3.4 Sampling Technique and Sampling size

The research employed purposive sampling technique for the study. The technique was used

to select 8 teachers from the lower primary and 17 pupils from the KG2 class. The basis for

using this sampling technique was the fact that the lower primary teachers are more likely to

be associated to Early Childhood Education. Thus, the researcher purposively selected total of

25 respondents for the study.

3.5 Data Collection Techniques

This section discusses elements in relation to techniques used in data collection and also

involves ethical considerations.

3.6.1 Interviews

Interviews were chosen as a data collection tool for this study to aid in receiving feedback from

teachers and the pupil in order to make it possible to measure what they know (knowledge or

information), what they like or dislike (values and preferences) and what they think (attitudes

and beliefs). With the interview, respondents were able to express themselves vividly on the

questions placed before them (Hatch, 2010). The sampling technique for the interviews

conducted was purposive sampling because a deliberate attempt was made to select teachers

who have had different kind of experience in terms of Early Childhood Education. It was the

best way to obtain the views of persons who have specifically experienced using play since

this study centres on it (Salant et al, 1994). However, in order for consistency to exist across

the interviews which were semi structured, similar set of questions had to be used to start each

interview each time (Myers, 2013).

Data was collected and analysed concurrently which gave room for impromptu and

follow-up questions implying that listening was an important factor in this research. Aside the

17
adoption of the semi-structured interviews, the questions were unrestricted to allow the

respondents to give a better explanation for their perspective and gave room to the respondents

to give examples and scenarios which possibly could not have been done should questionnaires

have been administered. This is because questionnaires provide the respondents with limited

space for greater amount of information to be disclosed and the opportunity to express their

feelings which is an important aspect of qualitative research (Myers, 2013).

3.6.2 Observation

Qualitative inquiry also implies documenting externally observable behaviours (Patton,

2015). This study, therefore, included participant observation as a major instrument of data

collection. As a researcher I included observation as part of the data collection techniques and

therefore took time to watch and take notes but minimized my influence on the pupil involved

in the study. Participant observation conducted as part of an indepth interviewing study

improves the quality of interviews in several other ways (Rubin & Rubin, 2012).

I deliberately observed the body language, facial expression, and tone of voice during classes

hours when play is been used when learning and also at the time of conducting the interview.

These helped me to identify additional information to support data analysis. It was observed

that almost the entire class turns to be happy when ever their teacher mentions to them that

they are going to use play to learn. All the learners involved themselves during the three weeks

observations in the class however, few of the pupils were not so much happy facially hence

were not actively involved during the play making.

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3.7 Data Collection Procedure

The two main data collection tools used were observation and interviews. Observation

was done on the study pupils in class for three academic weeks from 1st November, 2021 to

19th November, 2021 where their body action (activeness), tone of voice and facial expression

in terms smiling, anger, sadness, fear, excitement and confusion were observed and notes were

taken on them. A period of two weeks was used to conduct the interviews from 22nd November

to 3rd December, 2021. The first week of interview was allocated for only the teachers and the

second week for the pupils. The eight teachers involved in the study were interviewed

separately during break hour where 45 minutes was allocated to each interview except one

teacher who was interviewed on phone due to absenteeism during the week of data collection.

The pupils were interviewed in group of 2, 3, and sometimes single during free periods and

break time. I recorded the interviews with phone and later transcribed it using Microsoft word

for analysis.

3.8 Ethical Considerations

There were some ethical guidelines followed in conducting the research which is outlined

below:

I First of all, permission was asked from the headmaster to conduct the study in the

school

ii. Also, the data was obtained from the respondents willingly; that is, respondents were

given the opportunity to agree to participate.

iii The teachers involved in the study were assured of confidentiality of sensitive

information given to me.

iii Participants were made aware that the interview will be recorded.

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3.8 Data Analysis

The analysis of the data collected was carried out at different stages of the research. I

analysed the data using the framework thematic analysis because thematic analysis is

considered flexible enough to capture the views of the various respondents (Braun & Clarke,

2006). Thematic analysis is where data collected is arranged, coded and assign labels to the

themes and finally generate meaning out of it (Boateng, 2020). Themes and patterns, which

were then identified, aided in finding the relationships between the data. In these relationships,

themes were critically analysed to know the extent to which they were interrelated. In this

analytical method, existing literature on the various themes and issues raised by the

respondents were examined. The empirical data was also examined in light of the stance of

literature on the same issues.

3.9 Chapter Summary

In this chapter, the researcher adopted qualitative research approach as part of the

research design in a form of basic research to enhance the understanding of the subject matter.

The researcher used purposive sampling technique to select 17 pupils in the KG 2 class and 8

teachers in the lower primary making 25 respondents in total. However, techniques used for

data collection were combination of interviews and observations. The interview questions were

semi-structured to allow maximum expression from the respondents. The data collected were

analysed using thematic analyses (data collected were carefully arranged, coded and assigned

label to the major patterns that came up repeatedly from the respondents relevant to the study

and meanings were made out of it). The researcher asked permission from the headmaster to

conduct the study in the school.

20
 CHAPTER FOUR

DATA ANALYSIS, RESULTS AND DISCUSSION

4.0 Chapter Overview

This chapter presents the data analysis, results and discussion of use of play as teaching

and learning strategy. The section also focuses on analysis of data on availability of play

materials, teachers experience and training on early childhood education and how play

influences cognitive skills of children.

4.1 Availability of Play Materials

This section seeks to respond to the first research question. However, from the data

gathered both the teachers and the pupils, it was observed that availability of play materials

plays a key role in opting for play as a learning strategy. Pupils will prefer that teachers will

convert most of their learning in a play form when they have enough play material to use.

One respondent said:

“I always tell my teacher we should use play to learn, sometime when he is

reading, I don’t understand and those I understand too when I go home my family people will

be sending me throughout so when I come back to school the next day then I forget what the

teacher read yesterday. I wish my teacher use play every day to teach us because when I see

everybody the next day then I am able to remember whatever the person did in the play and I

am able to remember what we learnt. My teacher always tells us that the play materials are

for KG1 and they are also using them so unless they

finish’’.

Another respondent said:

“For me, whenever we share empty tins to play, I don’t get some and my teacher will

say that I should watch from my friends, who are having it; I am not happy with that. I want to

get my own empty tins to play’’ Another respondent said:

21
 “I like play so I don’t sit at the back of the class, if not when they share the

play materials it will not get to me, by the time it gets to the back then it’s finished’’

One teacher also said that:

“I wish I could get enough play material to teach the pupils because it makes the

teaching practical but due to lack of enough material like empty tins, ropes, bottle tops and

play boxes, play toys you will be engaging some while those who do not have

the material tends not to follow’’.

The statements above indicate the ease with which teachers wish to capitalized on play to teach,

though from the observations made in class few of the pupils were not facially showing

excitement even when they were involved in the play and sometimes isolate themselves but

majority of the class shown facial excitement, active participation with encouraging voices.

However, play material were found insufficient and that was making most of the pupils

dissatisfied.

It was also observed that mostly the KG2 pupils and the KG1 fall on each other for

certain play materials to make the numbers which means that whenever one class is using it

then the other class cannot use it. This implies that availability of play materials had significant

influence on teachers’ use of play as a teaching strategy. Lack of access to a variety of materials

may bring about a loss of teachers’ interest and creativity in teaching a subject. This study

finding is similar to the study findings conducted by Pramling (2008) and Bodrova, and Leong

(2005), discovered that there was little use of play in schools where the play materials are

lacked.

22
4.2 Teachers Training and Experience in Early Childhood Education

This section focusses on the second research question. However, the interview excluded

the pupils. Six early childhood teachers were involved as study participants. All the six teachers

have spent a period of 3 to 10 years in Early Childhood Education. It was observed that only

two out of the six teachers were trained as early childhood teachers with diploma in early

childhood education.

One respondent said:

‘‘I have been teaching as early childhood teacher for six years though I wasn’t trained

as such, as no one was occupying the position I was asked to take over and over time

I have gained a lot of knowledge in teaching the kids, I use play to teach but not

frequent sometimes it is boring but you can’t complain’’

However, it was observed that the two early childhood trained teacher shown massive support

of using play as a teaching strategy than the other four who are untrained in early childhood

education.

One trained teacher said:

‘‘If you had gone through early childhood training as a teacher, there is no

way you will joke with play. It is the simplest method of teaching a kid’’

The difference in teaching behaviour between trained and untrained teachers is probably due

to the possibility that, the training the teachers had received influenced their use of play. The

non play teaching strategy, a tendency which is more common among untrained teachers poses

a serious challenge among children. These study findings are similar to a study carried out by

Ndegwa (2005) who found that teachers trained under early childhood education tend to

become more efficient and their teaching behaviours towards child-cantered teaching methods

become stronger. This was probably the case in this study where training influenced the

teachers’ behaviour.

23
4.3 How Play Influence Cognitive Skills

This section focusses on data regarding cognitive skills development. The data was based

on observation by the researcher and interview response from the teachers. It came out that

cognitive skills development means how children think, explore and figure things out. It is the

development of knowledge, skills, problem solving and dispositions, which help children to

think about and understand the world around them. Brain development is part of cognitive

development.

One respondent said:

‘‘Letting your child explore toys and move about singing and reading to them in a

form of play and exposing them to puzzles play allows them to think and figure

things themselves’’

4.4 Teachers’ Use of Play

This section presents how often teachers use different forms of play. The interview involved

eight teachers and has been presented in the table below.

Table 4.1 Teachers’ Use of Play

Type of play Often Sometimes Rarely Total respondents

Social-dramatic 4 2 2 8

using objects 4 4 0 8

Creative play 3 1 4 8

Role play 7 1 0 8

24
From the data, 50% of the teachers said they use ‘Social-dramatic play’ very often, 25%

teachers said sometimes and 25% also said they rarely use it when teaching. For Playing with

objects, 63% respondents said they use it very often, 37% of them said sometimes and non of

them uses it rarely when teaching. For Creative play, 37% teachers said they use it very often,

13% of the respondents said sometimes and 50% rarely use it when teaching. For role play,

87% of the respondents said they use it very often, 13% teacher said sometimes and no teacher

uses it rarely when teaching.

From these findings, it can be deduced that the teachers underutilize the use of creative play

because only 38% of the respondents use it. However, the form of play often use in the school

is role play as 88% of the total respondents said.

4.5 Chapter Summary

In this chapter, the researcher presented the data collected during the study. The data

sought to respond to the research in an attempt to achieve the research objectives. The first

research question was on how the availability of play material influences the use of play to

teach, it was observed that, lack of access to a variety of materials may bring about a loss of

teachers’ interest in using play as a teaching strategy. It was also noticed that teachers who

went through Early Childhood Education tend to use play in their teaching than those who did

not. It was also deduced that creative play improves the cognitive skills of pupils but it is been

underutilized by the teachers but rather role play is the form of play often used in the school.

25
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Chapter Overview

This chapter presents a brief summary of this study findings, the implications and conclusion.

Finally, the section presents recommendations to teachers and suggestions for further studies.

5.1 Summary of the findings

The purpose of this study was to establish the use of play as teaching and learning strategy

and how it influences skills development. The selected factors were the availability of play

materials, teachers training and experience in early childhood education, how play influences

cognitive skills, and teachers use of play. The study employed a thematic analysis where

qualitative data gathered were familiarized, assigned labels to code, identified the pattern in

the codes and generate the relevant themes. In addition, the study findings established that:

➢ Teacher’s use of play identified four main types of play methods used by the teachers,

role play was found to be the most often used method however, creative play was found

to be the rarely used play method. Social-dramatic play and playing with objects were

sometimes used.

➢ The school had a significant shortage of play materials, a situation which was probably

the reason for the tendency of some teachers being unable to use play as a teaching

strategy. In addition, theses have reduced drastically the teachers’ interest in using play.

➢ The findings indicate that most of the teachers who did not use play as a teaching and

learning strategy had no Early Childhood Training prior to employment as a teacher.

➢ It was also found out that, play has contributed to enhancing the cognitive skills of

pupils by empowering the kids to think, explore and figure things out themselves.

➢ The children remained focused and attentive any time they are actively involved in role

play.

26
 ➢ Despite the stated importance of play as a teaching strategy in pre-primary schools

about half of the respondents did not use play as a teaching strategy.

➢ Teachers appeared to use play more frequently if they are motivated

5.2 Conclusion

The study concluded on the following finding:

With respect to research objective one, there is inadequate play material which tends to

demotivate teachers and run down their interest in using play as a learning strategy and it was

observed that most of the observed play materials seemed dilapidated. With the objective two,

it was found that teachers who had no Early Childhood training tend to have less interest in

using play as teaching and learning strategy. For research objective three, it was noticed that

creative play which contributes to enhancing the cognitive skills of pupils by empowering them

to think, explore and figure things out themselves is rarely used which is not a good thing. It

was observed that children tend to be attentive and more focused when whiles engaged in role

play.

27
5.3 Recommendations

5.3.1 Recommendations for school management and head teachers

To be able to take full advantage of play as a learning and teaching strategy, the following

recommendations were made to management and head teachers:

➢ Management should create conducive environment that will motivate teachers to use

play as a teaching and learning strategy.

➢ Management should ensure that, regular monitoring of teaching methods should be

done to ensure that teaching and learning is as playful as possible.

➢ School managements should consider their prime role in improvising teaching and

learning materials from their immediate environments by making sure that the

equipment/tools that teachers can use for improvising play materials are within

teachers‟ reach.

5.3.2 Recommendations for teachers

It is very imperative for teachers to actively involve themselves and to be creative in the use of

play. This is based on the fact that, teachers must be able to simplify instruction, revision,

summarizes concepts to capture childrens’ attention. In this regard, teachers should be aware

that play is the elementary activity any child does, hence the creative use of this intrinsic

behaviour which is naturally embedded in childrens’ improves both teaching and learning

activities.

5.3.3 Recommendations for the Ministry of Education/Ghana Education Service

The following recommendations were formulated:

• Ghana Education Service should regulate the Early Childhood Education training

programs by ensuring that the training programs and institutions emphasize on the use

of appropriate teaching strategies such as the use of play. In this regard, Early

Childhood Education teachers training institutions should be compelled to inculcate

28
 adequate skills on accessing play materials and ways on how they can be used to

facilitate teaching and learning in a playful manner.

• Ghana Education Service should sensitize the Early Childhood Education stakeholders

and the entire public on the relevance of the use of play as a teaching strategy in pre-

primary school children.

• Ghana Education Service Should ensure availability of adequate play material to all

pre-primary schools across the country to motivate the teachers to take advantage of

play to teach

5.3.4 Recommendations for further research

• The study was conducted in a small rural community school and the findings may not

be generalised across the country. Future studies should look at schools in the urban

areas to better generalise the findings.

• Future studies should look the causes of inadequate play materials in pre-primary

schools.

5.4 Chapter Summary

This chapter presented summary of the findings of the study which includes role play,

social dramatic play, creative play and playing with object to be the four main type of play

methods used by the teachers with inadequate play material for the kids. Play was seen to have

contributed to enhancing the cognitive skills of children. The chapter also made

recommendations for headteachers and school management to enhance monitoring of teachers

to ensure that paly is appropriately used. Ghana Education Service was asked to ensure that

there is provision of adequate play materials for the children and teachers were asked to ensure

active involve and being creative in the use of play to the understanding of the children.

29
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 APPENDICES

APPENDIX A: Semi-Structured Interview Questions for Teachers

I am interested in finding out how you see play as appropriate strategy for learning and teaching

the younger children. Any information given to me shall be treated with high level of

confidentiality. Thank you.

Could you please tell me first of all about your current teaching style?

………………………………………………………………………………

How do you feel about the appropriateness of your current teaching style?

…………………………………………………………………………………

What do you understand by play for children?

…………………………………………………………………………………

Can you explain how play contributes to child’s skills development?

…………………………………………………………………………………

How often do you make provision for learning through play in your classroom?

………………………………………………………………………………….

How confident are you about using play? What, in your view, distinguishes play from other

methods of teaching and learning?

……………………………………………………………………………………...

Were you trained as Early Childhood Teacher?

………………………………………………………………………………………

What can you say about availability of play materials?

……………………………………………………………………………………….

What can you say about the relationship between play and child’s cognitive skills

development?

32
……………………………………………………………………………………….

What type of play methods do you use often, sometimes and rarely?

……………………………………………………………………………………….

Do play have influence on the child’s attentiveness?

APPENDIX B: Semi-Structured Interview Questions for Children

I am interested in finding out how you use play as appropriate strategy for learning. Any

information given to me shall be treated with high level of confidentiality. Thank you.

What can you say about play?

……………………………………………………………………………………

How do you feel when using play for learning?

…………………………………………………………………………………….

Do you prefer using play for learning always?

……………………………………………………………………………………

What do you gain when you use play for learning?

…………………………………………………………………………………..

Do you all get access to play material when using play to learn?

……………………………………………………………………………………

How do play influence your retention?

……………………………………………………………………………………

Do play helps you to be creative, think and figure things out yourselves?

………………………………………………………………………………………

What type of play do you often do?

……………………………………………………………………………………….

33
 APPENDIX C: Observation Schedule

1. Date of

Observation

2. Number of

children

3. Start time

4. Ending time

5. Type of play

6. Findings

34