The specific objectives of this study were to: examine the availability of functional play facilities, establish frequency of learners’ participation in PE as time tabled in ECDE, investigate teacher’s approach of teaching play activities and investigate the challenges encountered in teaching of play activities in ECDE.
A descriptive survey design was adopted. The study was guided by the social interaction theory of Vygotsky, as cited by Christie & Roskos. The target population was derived from all the 417 public ECDE canters in Pokot County. The respondents were sampled using stratified, simple random and purposive sampling and a sample size of 90 teachers and 16 head teachers was obtained.
Questionnaires, observation, and interview schedules were used as instruments of data collection. Data obtained from pilot testing was analysed to test for reliability and validity. The data obtained was analysed using both descriptive and inferential statistics which involved measures of central tendency, measures of dispersion and Pearson Correlation and presented using charts and tables.
The study findings indicated that 68,7 percent ECDE Centres had inadequate playgrounds and furthermore 62.5 percent ECDE centres are not provided with instructional materials required. Similarly, ECDE Centres use PE time for other activities. Notwithstanding, teachers do not engage and participate with the children in the playfields. Teachers faced several challenges such as lack of adequate play facilitate in schools.
The study recommended that the government should conduct in service courses for teachers on the importance of the need to use play activities. It is hoped that, this study will provide valuable insights to education stakeholders on the factors influencing the implementation of play activities in ECDE curriculum. Teachers will benefit from the study in that; they are likely to acquire information to guide them on the need to sharpen their skills in dealing with challenges of curriculum implementation.
Table of Contents
1. INTRODUCTION AND BACKGROUND OF THE STUDY
1.1 Introduction
1.2 Background of the study
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Objectives of the study
1.6 Research questions
1.7 Research hypotheses
1.8 Rationale of the study
1.9 Scope of the study
1.10 Limitations of the study
1.11 Assumptions of the study
1.12 Theoretical Framework
1.13 Conceptual framework
2. LITERATURE REVIEW
2.1 Introduction
2.2 Availability of functional play facilities in ECDE on learners academic performance
2.3 Frequency of learners’ participation in PE as time tabled in ECDE
2.4 Teachers’ approaches of teaching play activities in ECDE
2.5 The Challenges encountered in teaching of play activities in ECDE
2.6 Summary
2.7 Knowledge gap
3. RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 Research design
3.3 Research site
3.4 Target population
3.5 Sample size
3.6 Data collection methods
3.6.1 Questionnaire
3.6.2 Interview schedule for head teachers
3.6.3 Observation schedule
3.7 Validity and reliability of the research instruments
3.7.1 Validity of the research instrument
3.7.2 Reliability of the research instruments
3.7.3 Instrument Piloting
3.8 Data collection procedure
3.8.1 Data analysis
3.9 Ethical considerations
4. DATA ANALYSIS, PRESENTATION, DISCUSSION, AND INTERPRETATION
4.1 Introduction
4.2 Background information
4.2.1 Gender
4.2.2 Age bracket
4.2.3 Teaching class
4.2.4 Class size
4.2.5 Level of education
4.2.6 Teaching experience
4.3. Functional play facilities on academic performance in ECDE
4.3.1 Availability of play facilities in ECDE
4.3.2 Adequacy of play facilities
4.4 Frequency of taking learners for PE as timetabled in ECDE
4.5 Teachers approaches of teaching play activities on learners academic performance in ECDE
4.5.1 Extent of usage of teaching approaches.
4.6 Challenges encountered in teaching play activities in ECDE
4.7 Academic performance of learners in ECDE
4.8 Hypotheses testing
5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of findings
5.2.1 Availability of functional play facilities on learner’s academic performance
5.2.2 Frequency of learner’s participation in PE as timetabled on learners’ academic performance in ECDE
5.2.3 Teacher’s approach of teaching play activities on learner’s academic performance in ECDE
5.2.4 Implementation challenges encountered in teaching of play activities in ECDE
5.3 Conclusion
5.4 Recommendations
5.5 Suggestion for further studies
Objectives and Research Themes
The primary objective of this study is to determine the impact of implementing play activities on the academic performance of learners in public Early Childhood Development Education (ECDE) centers in Pokot County, Kenya. The research seeks to assess how infrastructure, frequency of play, teacher methodology, and implementation challenges correlate with academic outcomes.
- Impact of functional play facilities on learner academic performance.
- Frequency of learner participation in Physical Education (PE) activities.
- Evaluation of teachers' methodologies in conducting play-based instruction.
- Identification of barriers to effective play activity implementation in schools.
Excerpt from the Book
2.4 Teachers’ approaches of teaching play activities in ECDE
Tsung-Hui & Wei-Ying (2008) illustrates that, ECDE teachers set up appropriate, stimulating environment for young children but decide to stand back and may not follow up with supervision, supportive, reactive interactions with the children as they play. These authors described this as the early childhood error. Some teachers find it difficult to participate in children’s play for fear of disrupting the flow of children’s play activities. Graves, (2008) states that, when a learner is actively involved in her learning, he or she is more likely to truly attach with the materials and remember the idea for a long period of time. Teacher’s participation in play makes learners play more and thus developing their intellectual and social skills further structural cognitive activities add value to children play if they are well utilized by the teachers’ involvement. In social dramatic play training, teacher actively participates in the dramatic play of children by enhancing inside intervention. Thematic fantasy is more structured type of training. In this training adult helps children by dramatizing story through reading stories and assigning roles to the children (Tarman & Tarman, 2011).
Smith, (2008) highlights approaches to early childhood Play activities vary enormously from country to country and raise many questions regarding appropriate strategies for the teacher to employ. The advance advocated builds on early childhood educators’ existing knowledge and understanding, values the role of skilful examination and task design, and is based on methods that sit within holistic views of early childhood education. In particular, the methods discussed are strategies through which the educator can ensure that learning in play activities remains in “the exploratory world of early childhood allowing for the child to develop skills at their own pace through provision of opportunity” This argument has come under sharp focus in recent years where play activities curricula have been designed to have an impact on the perceived obesity crisis and decreasing rates of physical activity among children. Such concerns, subject to significant media attention and policy rhetoric, together with a view that play activities is synonymous with sport, have led some theorists to question the underpinning rationale of play activities particularly that which is delivered for young children.
Summary of Chapters
CHAPTER ONE: This chapter outlines the research foundation, stating the problem regarding the implementation of play activities in Pokot County and establishing the study's core research objectives and questions.
CHAPTER TWO: This section provides a literature review on the role of play in early childhood education, examining international and local perspectives on play facilities, teacher approaches, and challenges.
CHAPTER THREE: This chapter details the descriptive research design, target population (417 ECDE centers), sampling methodology (stratified/random sampling), and data collection instruments (questionnaires and observation).
CHAPTER FOUR: This chapter presents the data analysis, including findings on facilities, teacher engagement, and hypotheses testing using statistical correlations.
CHAPTER FIVE: This concluding chapter summarizes the key research findings, offers recommendations for stakeholders, and suggests directions for future research.
Keywords
Play activities, Academic performance, Early Childhood Development Education, ECDE, Pokot County, Physical Education, Play facilities, Teaching approaches, Learner engagement, Pedagogical methodology, Social interaction, Curriculum implementation, Early childhood development, Educational infrastructure, Teacher training.
Frequently Asked Questions
What is the core focus of this research?
The study investigates the impact of implementing structured play activities on the academic performance of students in public Early Childhood Development Education (ECDE) centers within Pokot County, Kenya.
What are the primary themes examined in the study?
The study focuses on the availability of play facilities, the frequency of scheduled physical education (PE) participation, the instructional approaches used by teachers, and the systemic challenges hindering these activities.
What is the central research question?
The research asks how the implementation of play-based activities and the availability of resources directly influence the academic achievement and developmental progress of young learners in the specified region.
Which scientific methodology was utilized?
The researcher adopted a descriptive survey design, collecting data through questionnaires, structured interviews with head teachers, and direct classroom/school environment observations.
What does the main body of the research address?
The main body systematically analyzes empirical data regarding current school conditions, classroom facilities, teacher-child interactions during play, and statistical relationships between these variables and academic outcomes.
What keywords categorize this work?
The work is characterized by terms such as play activities, academic performance, ECDE, pedagogic methodology, and curriculum implementation in the context of resource-limited educational settings.
What specific finding does the researcher report regarding playground facilities?
The study reports that 68.7% of surveyed ECDE centers had inadequate playgrounds, significantly limiting the children's ability to participate in necessary outdoor play-based learning.
What is the researcher's conclusion concerning teacher involvement?
The data suggests that teachers often fail to actively participate in children's play, frequently prioritizing traditional academic lessons over the prescribed play activity timetable to finish the syllabus.
- Arbeit zitieren
- Nelly Andiema (Autor:in), 2013, Implementation Of Play Activities And Its Effects On Learners' Academic Performance in Public Early Childhood Development Centres, München, GRIN Verlag, https://www.grin.com/document/584902
