Unlocking Play-based Teaching
Analysing the Attitude and Practices of Teachers at Early Childhood Education Level
DOI:
https://doi.org/10.48112/bms.v1i3.896Abstract
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The study aimed to investigate teachers’ attitude and practices for using play-based teaching method at early childhood education (ECE) level, and to assess challenges faced by ECE teachers in implementing play-based teaching method at ECE level. Quantitative research design and survey research method was adopted to conduct this study. The research population included all 3,517 male and female ECE teachers in government schools of Khushab District. The research sample consisted of 348 early childhood education instructors selected through stratified selection technique. Self-developed research instrument was used to collect the data from the respondents. It was found that ECE instructors had a favourable attitude to the play-based teaching at ECE level. They were of the view that play-based instruction enhances engagement of children in learning however, organizing activities for play-based instruction was labour-intensive. ECE Teachers implemented regulations and facilitated play-based activities while considering the intellectual abilities, emotional traits, and sociocultural backgrounds of their pupils. Teachers are suggested to design play-based teaching activities considering students' interests, individual characteristics, and time constraints. Providing the required support, guidance and professional development opportunities to the teachers through online and face-to-face mode can be helpful for adopting play-based teaching at early childhood education level.
Keywords:
Attitude and practices of teachers, Early childhood education level, Government schools, Play-based teaching methodReferences
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