Assessing the Role of Early Childhood Head Teachers and Teachers in the Inculcation of Play in Instruction in the Cape Coast North Metropolis

Abstract

This study was conducted to assess the role of early childhood head teachers and teachers in the inculcation of play in instruction in the Cape Coast North Metropolis. The study was nested in the mixed methods approach where the quantitative and qualitative methods were employed. Thus, questionnaires and interview guides were used as data collection instruments. A sample size of 125 teachers and 10 head teachers were selected for the study. The findings revealed that head teachers in the Cape Coast North Metropolis support teachers in the inculcation of play in teaching pre-school pupils by providing play materials, supervision of teachers, training and education of teachers as well as motivation of teachers. Again, it was found that play activities employed by teachers in the inculcation of play in instruction included integration of games and songs in the classroom learning activities and engaging children in outdoor play activities. However, it was found that some challenges that limit teachers in the use of play in their teaching processes are; inadequate in-service training, limited play materials, unavailability of play space and centres. It was recommended that early childhood centres should be allocated sufficient time in the timetable for children to engage in play activities. Time allocated for play activities should not be used for teaching other subjects. Also, teachers in the pre-school should improvise in making available some play or instructional materials needed in play activities during instruction and head teachers should strengthen their supervision and monitoring roles to motivate teachers to use play activities effectively in teaching.