Play-Way Approach and Implementation of Early-Childhood Education Curriculum in Selected Early Childhood Development Centers in Eastern Uganda

Abstract

Play is children’s serious business and their avenue to learning. This study was conducted to explore the role of play-way approach in the implementation of Early-Childhood Education (ECE) Curriculum in selected Early Childhood Development (ECD) Centers in Eastern Uganda. It was informed by the work of Dewey, Froebel, Montessori and other seasoned Advocates of play in the domain of education. A mixed methods approach was adopted with a parallel exploratory design. The qualitative and quantitative data collection methods were employed. The specific objectives of this study were threefold to: 1. Establish the extent to which play is adopted in the implementation of the ECE curriculum. 2. Assess the role of play in the implantation of the ECE curriculum. 3. Identify challenges associated with play in the implementation of the ECE curriculum. The motivation for conducting this study was anchored on the advent of the increasing concerns of participatory approaches intended to enhance learners’ acquisition of meaningful literacy skills. A sample size of 504 respondents was used consisting 274 children of ECD, 103 Caregivers, 14 headteachers and 113 Centre Management Committee members, whose views were investigated using questionnaires, key informant interviews and focus group discussions. The purpose of the study was to critically examine the extent to which play-based-learning impacts on the implementation of ECE curriculum. The problem identified was that whereas efforts had been made by researchers in identifying challenges associated with ECE curriculum implementation which inhibited children’s readiness to realise a breakthrough to meaningful literacy in ECD centres, no effort had been made to establish the use of play-way approach in the same context. Findings revealed that play had been adopted to a small extent, also without proper integration content and yet, active participation, enjoyment and increase in attendance were reported as attributed to roles of play. Unfortunately, some Caregivers lacked skills and knowledge of adopting play as an approach to learning. It was concluded that whereas learning became interesting, fun and real at ECD centres where play-way approach was adopted, it was boring and stressful at ECD centres where play-way approach was not employed. It was, therefore, recommended that Care-givers required serious deliberate training on play-way approach and its alignment with content in view of and focus on the 21^st century skills, proper guidelines be developed and provided to Caregivers on the use of play-way approach, instructional materials which stimulate the use of play be developed at every ECD centre and peer mentorship strategies be designed to build the capacity of Care-givers with a focus on play-way approach.

Keywords:Play, Early Childhood Education and Curriculum.

DOI: 10.7176/RHSS/12-23-01

Publication date: December 31^st 2022