Authors : Samuel Tatsi; Enock Yeng; Adokoh Emmanuel

Volume/Issue : Volume 10 - 2025, Issue 2 - February

Google Scholar : https://tinyurl.com/mpcytjsk

Scribd : https://tinyurl.com/3nkx6ant

DOI : https://doi.org/10.5281/zenodo.14959459

Abstract : This study examined the perceptions and challenges faced by educators and headteachers regarding play-based pedagogy in the Ho West District. It was guided by Vygotsky’s Sociocultural Theory and Developmentally Appropriate Practice (DAP). Utilizing an interpretivist paradigm and a qualitative case study design, the research aimed to explore early-grade teachers’ perspectives on the importance of play in education. Nine participants with relevant experience were selected through purposive sampling, and data were gathered via semi-structured interviews. Trustworthiness was established following Guba’s criteria for qualitative research. Thematic analysis revealed a consensus between teachers and headteachers about the benefits of play-based pedagogy, emphasizing its role in reducing stress, fostering creativity, and enhancing learning outcomes. The support of headteachers was identified as essential in cultivating a culture of play. However, teachers encountered challenges such as resource constraints, particularly in rural areas, which often required improvisation. Additional challenges included student resistance and physical limitations within the learning environment. Nevertheless, teachers employed strategies like seeking parental involvement to navigate these obstacles. The study recommends that educational authorities create training programs for headteachers that focus on play-based pedagogy and promote community engagement to address resource limitations in the Ho West District.

Keywords : Perceptions, Challenges, Play-Based Pedagogy, Teachers, Headteachers.

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