The implementation of play-based pedagogical strategies in early childhood education curriculum in primary schools in Ethiopia

Abstract

This study aimed at investigating the practice of implementing play-based pedagogical strategies in the ECE curriculum in Ethiopia. Five basic research questions related to play-based pedagogy practices in pre-school were used for the study. The study used a descriptive survey design with a mixed convergent parallel research approach. The study was carried out in nine woredas (districts) and two city administrations of Sidama National Regional State. A total of 48 pre-primary schools, 24 public and 24 private, and 388 participants were selected as a study sample using simple random sampling techniques. The instruments used to collect quantitative and qualitative data were questionnaire, interview, and observation checklist. Interview was conducted with ten pre-primary school coordinators and two regional education experts. The data obtained through the questionnaires was then analysed using percentage, mean value, p-value, and logistic regression. Interview data was qualitatively analysed. The findings of the study indicated that a large number of pre-primary school teachers did not value play-based learning as a mediating pedagogy for indoor and outdoor activities. This lack of emphasis on play-based learning was attributed to misconceptions and lack of awareness about effective pedagogical practices. As a result, the traditional teaching methods were prevalent, prohibiting the implementation of play-based pedagogy in early childhood education. Most public and some private school teachers did not use indoor and outdoor facilities in their respective schools. In most public and some private schools, buildings, classrooms, chairs, and tables are below the standard. Respondents from most of the public and private schools affirmed that the play equipment in their respective schools is inadequate and inappropriate. The challenge identified in the implementation of play-based pedagogy was scarcity of learning materials, narrow classrooms, lacks of chairs, tables, books, and other play in most public schools. The ECE principles and guidelines were not implemented according to the national and regional guidelines. It was concluded that play-based pedagogy lacks proper implementation in the study area. To overcome the challenges identified, pre-primary school teachers must be trained with appropriate teaching model that can enhance their awareness to implement play-based pedagogy in the instructional process. The concerned body must provide the necessary resources by allocating adequate budgets to pre-primary schools. Pre-primary schools have to use the national guidelines and principles of early childhood education to examine the practice of children's playful learning to reach their Zone of proximal development.