Master’s Thesis from the year 2013 in the subject Pedagogy – Nursery Pedagogy, Early Childhood Education, grade: 4.00, , language: English, abstract: The specific objectives of this study were to: examine the availability of functional play facilities, establish frequency of learners’ participation in PE as time tabled in ECDE, investigate teacher’s approach of teaching play activities and investigate the challenges encountered in teaching of play activities in ECDE.
A descriptive survey design was adopted. The study was guided by the social interaction theory of Vygotsky, as cited by Christie & Roskos. The target population was derived from all the 417 public ECDE canters in Pokot County. The respondents were sampled using stratified, simple random and purposive sampling and a sample size of 90 teachers and 16 head teachers was obtained.
Questionnaires, observation, and interview schedules were used as instruments of data collection. Data obtained from pilot testing was analysed to test for reliability and validity. The data obtained was analysed using both descriptive and inferential statistics which involved measures of central tendency, measures of dispersion and Pearson Correlation and presented using charts and tables.
The study findings indicated that 68, 7 percent ECDE Centres had inadequate playgrounds and furthermore 62.5 percent ECDE centres are not provided with instructional materials required. Similarly, ECDE Centres use PE time for other activities. Notwithstanding, teachers do not engage and participate with the children in the playfields. Teachers faced several challenges such as lack of adequate play facilitate in schools.
The study recommended that the government should conduct in service courses for teachers on the importance of the need to use play activities. It is hoped that, this study will provide valuable insights to education stakeholders on the factors influencing the implementation of play activities in ECDE curriculum. Teachers will benefit from the study in that; they are likely to acquire information to guide them on the need to sharpen their skills in dealing with challenges of curriculum implementation.
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