Early Childhood Educators’ Pedagogical Practices Regarding Play-Based Learning in Kagera-Tanzania
DOI:
https://doi.org/10.47604/ajep.3614Keywords:
Play-Based Learning, Early Childhood Education, Pedagogy, Mixed Methods, CurriculumAbstract
Purpose: This study examine play-based pedagogical practices among early childhood educators in the Kagera region of the United Republic of Tanzania. Research investigates how teachers interpret, implement, and adapt play as a pedagogical approach in public pre-primary and community-run early childhood development (ECD) settings.
Methodology: A mixed-methods approach was employed, combining classroom observations, interviews, and questionnaires. A sample of 426 participants, including 202 head teachers, 202 preschool teachers, 20 parents, and 2 ward education officers, was selected through simple random sampling from a population of 896 schools and 75,553 preschool teachers. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically.
Findings: Findings indicate that while teachers are generally open to child-centered, play-based approaches, implementation is constrained by limited pre-service and in-service training, overcrowded classrooms, resource limitations, and misaligned curricula and assessment systems. Despite these constraints, classrooms with better material provision, teacher facilitation, and structured play environments showed higher learner engagement.
Unique Contribution to Theory, Practice and Policy: The study concludes that effective play-based pedagogy depends on teacher knowledge, planning, supportive environments, and alignment between curriculum, assessment, and community understanding. It recommends strengthening pre-service and in-service training, improving resource availability, enhancing parental awareness, and integrating guided play more explicitly into national ECE policy and practice.
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