CONSTRAINTS ON THE USE OF PLAY-BASED LEARNING IN EARLY CHILDHOOD EDUCATION IN ORUMBA SOUTH LOCAL GOVERNMENT EDUCATION AUTHORITY, ANAMBRA STAT
Abstract:
This abstract provides a summary of the constraints that hinder the implementation and effectiveness of play-based learning in early childhood education within the Orumba South Local Government Education Authority in Anambra State. Play-based learning is a pedagogical approach that emphasizes children’s active engagement in play activities as a means of facilitating holistic development and learning.
This research aims to identify the key constraints encountered by educators and stakeholders in implementing play-based learning strategies in early childhood education. The study employs a qualitative research design, utilizing interviews and observations to gather data from teachers, parents, and educational administrators. The data collected are analyzed thematically to identify common themes related to the constraints on play-based learning.
Preliminary findings suggest several constraints that affect the use of play-based learning in early childhood education within the study area. These constraints include limited awareness and understanding of the benefits of play-based learning among educators and parents, inadequate training and professional development opportunities for teachers in implementing play-based learning strategies, lack of appropriate play materials and resources, and cultural beliefs that prioritize more traditional and formal teaching methods.
The implications of these constraints are significant, as play-based learning has been recognized as a crucial approach for promoting children’s cognitive, social, emotional, and physical development. Overcoming these constraints requires collaborative efforts from various stakeholders, including policymakers, educational administrators, teachers, parents, and the wider community. The study recommends the development of comprehensive professional development programs for teachers, the provision of adequate play materials and resources, and the promotion of awareness and advocacy campaigns to highlight the benefits of play-based learning in early childhood education.
Overall, this research sheds light on the constraints faced in the implementation of play-based learning in early childhood education in Orumba South Local Government Education Authority, Anambra State. By addressing these constraints, the educational community can work towards creating an enabling environment that supports the effective implementation of play-based learning strategies, ultimately enhancing the quality of early childhood education in the region.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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