Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.

The purpose of this study was to establish whether teacher competence can enhance the use of learning through play (LTP) pedagogy in preschools. Specifically, the objectives of the study were to; examine how teachers' knowledge of the strand matter influences the use of learning through play in...

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Main Authors: Ngalonsa, Luciana, Ocan, Johnson, Adyanga, Francis Akena
Format: Article
Language:en_US
Published: Kabale University 2024
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Online Access:http://hdl.handle.net/20.500.12493/2013
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author Ngalonsa, Luciana
Ocan, Johnson
Adyanga, Francis Akena
author_facet Ngalonsa, Luciana
Ocan, Johnson
Adyanga, Francis Akena
author_sort Ngalonsa, Luciana
collection KAB-DR
description The purpose of this study was to establish whether teacher competence can enhance the use of learning through play (LTP) pedagogy in preschools. Specifically, the objectives of the study were to; examine how teachers' knowledge of the strand matter influences the use of learning through play in preschools, to establish whether teachers' knowledge about learners influences the implementation of learning through play in preschool, and to assess teachers' pedagogical knowledge needed on the use of learning through play in pre-schools. The study was guided by scaffolding instruction as a teaching strategy from the social constructivist theory by Levy Vygotsky (1978). The study adopted a case study design. The study population comprised preschool class teachers, heads of sections, head teachers, and pupils in class observation. Purposive sampling was used to apportion individual members selected. Data was collected using the interview schedule, focus group discussions, and documentary analysis. The qualitative data was analyzed using content analysis and presented in narrative form. These techniques involved observing the study participants & behavior and drawing conclusions based on their responses and actions in the way they engaged in incorporating the learning through play pedagogy. The main findings of the results highlighted and approved that some of the teachers were competent in using the learning through play pedagogy while others still used the teacher-centered approach. Teachers conducted play without a pre-conceived pedagogical purpose. Others still involved children in the learning process in the absence of play. Further investigation revealed that those doing it well had received continuous professional development support, unlike the rest. In terms of contribution, the research recommended pedagogical advancements by showcasing the benefits of learning through play. The novelty of the study concluded that the problems addressed in this research and the suggestions presented provide the basis for improving ECD practices while using play in learning.
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spelling oai:idr.kab.ac.ug:20.500.12493-20132024-08-01T00:00:41Z Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division. Ngalonsa, Luciana Ocan, Johnson Adyanga, Francis Akena Early Childhood Development Education Play Learning Through Play Preschool Pedagogy The purpose of this study was to establish whether teacher competence can enhance the use of learning through play (LTP) pedagogy in preschools. Specifically, the objectives of the study were to; examine how teachers' knowledge of the strand matter influences the use of learning through play in preschools, to establish whether teachers' knowledge about learners influences the implementation of learning through play in preschool, and to assess teachers' pedagogical knowledge needed on the use of learning through play in pre-schools. The study was guided by scaffolding instruction as a teaching strategy from the social constructivist theory by Levy Vygotsky (1978). The study adopted a case study design. The study population comprised preschool class teachers, heads of sections, head teachers, and pupils in class observation. Purposive sampling was used to apportion individual members selected. Data was collected using the interview schedule, focus group discussions, and documentary analysis. The qualitative data was analyzed using content analysis and presented in narrative form. These techniques involved observing the study participants & behavior and drawing conclusions based on their responses and actions in the way they engaged in incorporating the learning through play pedagogy. The main findings of the results highlighted and approved that some of the teachers were competent in using the learning through play pedagogy while others still used the teacher-centered approach. Teachers conducted play without a pre-conceived pedagogical purpose. Others still involved children in the learning process in the absence of play. Further investigation revealed that those doing it well had received continuous professional development support, unlike the rest. In terms of contribution, the research recommended pedagogical advancements by showcasing the benefits of learning through play. The novelty of the study concluded that the problems addressed in this research and the suggestions presented provide the basis for improving ECD practices while using play in learning. 2024-06-04T13:37:44Z 2024-06-04T13:37:44Z 2024 Article Ngalonsa, L., Ocan, J., & Adyanga, A. F. (2024). Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division. Kabale: Kabale University. http://hdl.handle.net/20.500.12493/2013 en_US application/pdf Kabale University
spellingShingle Early Childhood Development
Education
Play
Learning Through Play
Preschool
Pedagogy
Ngalonsa, Luciana
Ocan, Johnson
Adyanga, Francis Akena
Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.
title Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.
title_full Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.
title_fullStr Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.
title_full_unstemmed Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.
title_short Teachers' Competence as an Avenue for "Learning Through Play Pedagogy" in Preschools: A Case of Makindye Ssabagabo Division.
title_sort teachers competence as an avenue for learning through play pedagogy in preschools a case of makindye ssabagabo division
topic Early Childhood Development
Education
Play
Learning Through Play
Preschool
Pedagogy
url http://hdl.handle.net/20.500.12493/2013
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AT adyangafrancisakena teacherscompetenceasanavenueforlearningthroughplaypedagogyinpreschoolsacaseofmakindyessabagabodivision