1. Enhancing Ghanaian kindergarten teachers’ implementation of indigenous play-based pedagogy through a professional development programme
Felicia Agbagbla
Dr Judy Van Heerden (supervisor)
University of Pretoria
July 2017

2. Outline of presentation
Brief introduction to Ghana
Rationale for the study, research questions and methodology
Theoretical framework and research design
Indigenous play-based lesson implementation
Impact on teachers, learners and curriculum implementation

3. Map of Ghana Ten regions Unique cultures Population: 27.4 million
79 languages
9 taught in schools

4. Ghana’s education model
education system model
Kindergarten (2): 4-5yrs
Primary (6):6-11yrs
Junior High secondary (3):12-14yrs
Senior High School (3):15-17yrs
Tertiary (4):18yrs

5. the kindergarten 1-2 curriculum
In use since 2004 for the 4-5 year olds
Six learning areas (subjects)- Numeracy, Language and Literacy, Environmental studies, Creative Arts, Music and Dance, Physical Development
Psychosocial skills be integrated
Play-base, activity and child-centered
Seven general goals

6. Rationale for the study
2012 National Kindergarten Review
Call for new pedagogy for kindergarten education
National and international literature on implementation of play pedagogy
Literature shows inadequate training of teachers
Teachers lack competencies

7. Research problem
The problem of this study is to determine whether the implementation of indigenous play-based teaching approach will enhance teachers’ delivery of kindergarten curriculum

8. RESEARCH QUESTIONS
Primary research question: How would a professional development programme of indigenous play-based pedagogy enhance teachers’ knowledge, attitude and skills for improved delivery of the curriculum?

9. Secondary research questions
What does indigenous play in the Ghanaian context entails?
How do Ghanaian kindergarten teachers implement indigenous play-based pedagogy in the classroom situation?
What factors affect the knowledge, beliefs and practices (KBP) of KG teachers in the implementation of the play-based curriculum in the KG learning environment?
Why do Ghanaian kindergarten teachers implement indigenous play-based pedagogy the way they do in the classroom situation?

10. Methodology: research participants
Nine kindergarten teachers purposively selected from five kindergartens
Two teachers each from four kindergartens and one teacher from one
Not less than six years teaching experience
3-year Diploma or 4-year Bachelor Degree in Early Childhood or Basic Education

11. Theoretical framework
Fleer’s theory of conceptual play (2012)
Conceptual play theory helps with teaching children concept formation through the creation of imaginary situation.
This theory emphasises the important role of adults in children’s play.
Gaskins and Goncu (2011) theorise play as cultural expression.
Different forms of play can be employed in teaching children.

12. RESEARCH design
Diagnostic phase (individual semi-structured interviews)
Designing phase (Group discussions, designing teaching strategies and resources, stimulated recall)
Implementation phase
(pair planning and teaching, observations, reflective journals, photo voice)
Feedback and review phase
(group discussions and feedback)
Finalisation and further implementation (participants incorporate feedback and reteach lessons)

13. The indigenous play programme
Aims at addressing the issue of teachers’ inability to teach through play
Get common understanding for “play”
Familiar context which facilitate thinking and encourages learning and development

14. Teachers made resources

15. Teachers engageD in some indigenous play
Antoekyire/ Anhye Akyire
Nana woho?
Bankyimakakro (the stone game)

16. More EXAMPLES OF indigenous play

17. indigenous play-based lesson implementation
Pair teaching
Select a topic from the curriculum
Choice an appropriate ananse story or other indigenous play
Plan lesson (resources, materials and lesson plan)
Lesson presentation employing different strategies
Integration, imagination, social interaction and theoretical thinking
Assessment

18. Indigenous play-based (parts of the body)
Children dramatizing an ananse story
Teacher’s ethnic background reflected in collection of materials
Child playing the role of an old lady

19. Impact of the programme on the teachers
Teachers collaborated with colleagues in teaching
How many legs does this ananse have?
Creativity in teaching

20. Impact of the programme on teachers
Teachers used different resources in teaching
Teachers used outdoor spaces
Teachers played with children

21. Impact of the programme on children
Children displayed creativity
The children decided who should do the drawing
Children tried different strategies

22. Impact of the programme on children
Children became more interested in lessons
Understanding of concept was enhanced
Children determined how much they wanted to learn

23. Impact on curriculum implementation
Indigenous play-based
Familiar, social-culturally relevant contextualisation
Integration
Child-centered
Learning academic concepts and more
Imagination, creativity, social interaction and theoretical thinking