- Title
- Play-based approaches in teaching and learning in selected early childhood development centres in Buffalo City
- Creator
- November-Mbebe, Faith Bulelwa https://orcid.org/0000-0002-6192-785X
- Subject
- Early childhood education -- Activity programs
- Subject
- Play
- Date Issued
- 2023-04
- Date
- 2023-04
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/26042
- Identifier
- vital:64785
- Description
- This study endeavoured to investigate the perspectives of principals and practitioners working in selected early childhood development (ECD) centres in the Buffalo Municipal District in the Eastern Cape, on the use of play-based techniques in educational and pedagogical practices of 3 to 4 years age group. Although most practitioners are aware of the significance of play-based learning, many report experiencing challenges when attempting to incorporate play-based strategies into their teaching of, and lessons aimed at, young children ages 3 to 4 years. For the purpose of ECD, it is recommended that the teaching of, and learning by, young children take the form of play (NCF, DBE, 2015). In this particular research undertaking, a qualitative design approach was adopted. A descriptive case study approach with semi-structured interviews as the key method of data generation was used to study play-based approaches between practitioners and children ages birth to four years at three ECD centres located within the Buffalo City Municipality District. Face-to-face interviews were conducted with the three principals of the ECD centres and six practitioners, during the data-collection phase. Recording of the interviews was done then they were transcribed and thematic coding employed before the data were analysed for themes. The study participants’ responses revealed that the insufficient professional training of practitioners, on play-based approaches, presented a challenge. Play as a way of teaching and developing young children is further hampered by a variety of issues such as poor infrastructure, unqualified practitioners, funding of the ECD centres and lack of relevant resources prevalent in the ECD sector. As the findings indicate, government intervention will facilitate the training of practitioners for in-depth knowledge and understanding of play methodology in ECD, while the sector will benefit from additional funding and infrastructure provision as this has impact on indoor and outdoor play-based activities, as well as the appointment of qualified human resources instead of job seekers.
- Description
- Thesis (MEd) -- Faculty of Education, 2023
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (176 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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UFH School of Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Mbebe MEd dissertation ( 24April ) today[8].pdf | 2 MB | Adobe Acrobat PDF | View Details Download |