Using Play as a Curricular Tool in Pre-Primary Classrooms: Challenges Encountered by Teachers in Ghana

Abstract

Although teachers in pre-primary settings may have positive views about using play as a method of teaching and learning in their classrooms, these views cannot be effectively implemented if they do not receive the necessary support and resources. This study explored challenges pre-primary teachers encountered as they utilized play as a curricular tool in school/educational settings in Ghana. Data for this study was gathered from 221 pre-primary school teachers via open-ended questions included in a questionnaire. Using keyword analysis, themes were derived from participants’ statements and the most illustrative excerpts were extracted. The findings of this study indicated that while the teachers in this study did use play in their classrooms, they encountered challenges, which related to classroom management, complaints from school directors/head teachers and other teachers, pressure from parents, and lack of resources. Implications for practice and research are discussed.