Teachers’ perspectives regarding play-based approaches to teaching in Pre-primary classrooms: A case study in the Khomas region
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Date
2025
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
The play-based approach is widely recognised as a developmentally appropriate
practice for instructing young children during their formative years. The absence of a
universally agreed-upon operational definition for play-based learning has
significantly impacted its implementation within the realm of education. Teachers'
viewpoints regarding play have a substantial impact on their daily instructional
strategies. The primary objective of this research endeavor was to examine and gain
insights into the viewpoints held by educators in Namibia in regard to the utilisation
of play-based instructional approaches within the pre-primary educational setting. The
research design utilized in this study was qualitative phenomenology. The population
comprised 104 teachers, and a sample of six teachers was selected for the study. The
data was obtained through the utilization of interview schedules, video recording, and
examination of the teachers' lesson plans. The data was categorized into two primary
groups, in accordance with the research inquiries: the viewpoints of educators
concerning the benefits and implementation of a play-based approach in pre-primary
classrooms. How do educators delineate play-based pedagogy, and to what degree
does their definition impact its implementation? There is evidence to suggest that
teachers may lack a comprehensive understanding of the terminology associated with
play-based learning, which could contribute to confusion when attempting to
implement this policy. The significance of academic performance in higher grade
levels surpasses the necessity for pre-primary teachers to incorporate play-based
learning or teaching methods. The integration of play-based learning poses a
significant challenge for educators in the process of lesson planning
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education
Keywords
Early childhood, Socio-cultural, Guided play, Namibia, University of Namibia