Teachers’ perspectives regarding play-based approaches to teaching in Pre-primary classrooms: A case study in the Khomas region
| dc.contributor.advisor | Wilders, Cilas | |
| dc.contributor.author | Kaveto, Hedwig Nando | |
| dc.date.accessioned | 2026-06-23T16:26:59Z | |
| dc.date.available | 2026-06-23T16:26:59Z | |
| dc.date.issued | 2025 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education | |
| dc.description.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 | |
| dc.identifier.uri | http://hdl.handle.net/11070/4264 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Early childhood | |
| dc.subject | Socio-cultural | |
| dc.subject | Guided play | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Teachers’ perspectives regarding play-based approaches to teaching in Pre-primary classrooms: A case study in the Khomas region | |
| dc.type | Thesis |