Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Dr. Samuel Andema

Department

Institute for Educational Development, East Africa

Abstract

This study delves into challenges and opportunities in integrating play-based learning in Temeke, Tanzania's pre-primary classrooms. Despite national policies endorsing play-based early childhood education, translating these policies into effective practices encounters substantial barriers.

Semi-structured interviews with six Temeke public school pre-primary teachers unveil the complex landscape they navigate. Barriers include limited resources, inadequate training, time constraints, academic pressures, cultural dismissal of play, and overcrowded classrooms. These hinder play-based learning's effective implementation, impacting its developmental benefits for young learners.

Insufficient resources limit access to conducive play-based education materials and spaces. Teachers need enhanced play pedagogy training. Time constraints and academic pressures challenge balancing play activities with a structured curriculum. Cultural attitudes dismissing play and overcrowded classrooms limit engagement.

The study underscores the urgent need for interventions bridging the policy-practice gap. It stresses improved resource allocation, play-focused teacher development, curriculum realignment, and community engagement.

To address barriers, the study recommends reasonable class sizes, community outreach, awareness campaigns, and school-community collaboration. Overcoming challenges through concerted efforts can ensure effective play-based learning in pre-primary education, fostering holistic development. This study offers vital insights, urging stakeholders to prioritize and invest in play-based pedagogy for early childhood development.

First Page

1

Last Page

92

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