Public Pre-Primary School Teachers’ Use of Play as a Classroom Teaching Strategy: A Case of Bunyala, Busia County, Kenya

Zachary A. Okello – Mount Kenya University, Kenya
Dr. Josephine Kirimi – Mount Kenya University, Kenya
Dr. Hudson Ouko Ong’ang’a – Kenyatta University, Kenya
Corresponding Author: zacharyokello06@gmail.com

Abstract: Learner’s classroom participation can be gauged by; confidence levels turn-taking, numeracy skills, manipulative competencies and task completion. However, over time, adequate inculcation of play as a strategy in early childhood classrooms is yet to be achieved. Bunyala sub-county notwithstanding. This underscored the need of this study. The study assessed public pre-primary school teachers’ use of play as a classroom teaching strategy: a case of Bunyala- Busia County, Kenya. The guide objective was: to explore public pre-primary school teachers’ preparedness in using play as a strategy on pre-schoolers’ classroom participation. A mixed methodology with descriptive survey design was adopted. Research targeted a population of 27 public pre-primary centres. Of this, 2 were used in piloting while in 25 actual study was conducted with a sample of 25 heads, 50 teachers and 100 pre-schoolers. The sampling techniques adopted were purposive and simple random. Data was collected using questionnaires and an observation guide. Reliability and validity of the instruments were addressed through piloting and test retest. Descriptive statistics for measures of central tendencies were applied. For qualitative data, content analysis was adopted. The study found that public pre-school teachers were not adequately armed with the necessary skills on play and that majority of them had general training on ECD matters but very minimal additional professional knowledge on play. The study recommended that ECDE teachers and care givers should be adequately prepared in terms of training, planning and organization in order for them to maximize their content delivery to the young ones.