Influence Of Teachers Perceptions On Play-Based Activities In Pre-School Curriculum Implementation In Homabay County

Abstract

Play in Early Childhood Education is paramount in all aspects of growth and development in young children. Play based learning has both developmental and educational benefits. Many children exhibit increased learning difficulties, inability to solve simple problems associated with socialization and control of emotions, many cases of truancy, and aggressive behavior, compounded with total lack of interest towards learning and as a result the study sought to investigate factors influencing teachers perceptions on play-based activities in Pre-school Curriculum Implementation in Homabay County. The study employed concurrent triangulation research design. The study targeted 1257 Pre-school teachers, 908 key informants (lead teachers) and 8 Sub-county directors. The sample size for both pre-school teachers and lead teachers was 297 and 27 respectively. Both Proportionate sampling and Systematic Simple random technique were used to get the actual sample. Purposive sampling technique was used to select the lead teachers and Sub-county directors. Data collection tools were questionnaire, interview schedule, Focus Group Discussion and observation checklist. Data was analyzed using descriptive and inferential statistics using Statistical Package for Social Science version 24. The study established varied level of perceptions among the pre-school teachers, some showing fairly strong positive perception and others revealing weak positive perception towards play-based activities in the implementation of preschool curriculum. It was established that many of the pre-school teachers held perception that play-based activities are important because it enable children to develop social, emotional, physical and motor skills necessary in their life.