Impact of play-based learning on the development of children in mobile early childhood care and education centres: Practitioners’ perspectives

Blanche Ndlovu, Chinedu Okeke, Zukiswa Nhase, Christian Ugwuanyi, Charity Okeke and Moses Ede
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Blanche Ndlovu: Department of Childhood Education, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
Chinedu Okeke: Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa
Zukiswa Nhase: Department of Childhood Education, Faculty of Education, University of the Free State, Bloemfontein, South Africa.
Christian Ugwuanyi: Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa
Charity Okeke: Department of Social Sciences and Commerce Education, Faculty of Education, University of the Free State, Bloemfontein, South Africa
Moses Ede: Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa

International Journal of Research in Business and Social Science (2147-4478), 2023, vol. 12, issue 3, 432-440

Abstract: Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the thematic approach, the findings revealed that the practitioners in rural areas had an insufficient understanding of teaching using play pedagogies. This had a negative impact on standard provisions for play pedagogies suited for young children, where appropriate suggestions are offered to the practitioners on the planning, implementation, and support of play practices within early learning. Furthermore, there is a shift in the early learning curricula incorporating advanced academic skills, a beneficial tool to aid children’s learning and development. Key Words:Early Childhood Care and Education (ECCE), Children, Facilitators, Mobile Centres, Play-Based Learning Approach

Date: 2023
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