Publication: An investigation into the role of play on learning outcomes of preschool children in Gatanga sub-county, Murang’a County, Kenya
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2015-11
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Mount Kenya University
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Abstract
Role of play on enhancing learning outcomes amongst preschool learners cannot be
overemphasized. However, preschool children’s performance in basic numeracy, language and
creativity has been dismal and has been a concern to many education stakeholders. Thus, the study
intends to investigate the role of play on learning outcomes of preschool children in Gatanga Sub-
county. The objectives of the study were based on the role of play on acquisition of problem
solving, emotional development, language and cognitive development skills. The study was guided
by The Cognitive Development Theory. Questionnaires were used to collect data from preschool
teachers whereas interview schedules and observation check-list were used to gather information
from preschool managers and preschool children respectively. Piloting of research instruments
was conducted in Gatanga Sub-county to establish validity, reliability, credibility and
dependability. Reliability was determined using test retest method and reliability coefficient
obtained using Pearson’s Product Moment Correlation Method with a value of r = 0.655 indicating
high internal reliability. Credibility was established through multiple analysts or experts whereas
dependability was established through detailed reporting. The study adopted mixed methods
approach, that is, both quantitative and qualitative methods. The study applied explanatory
sequential design. The target population for the study comprised of 35 preschools managers, 70
preschool teachers and 1295 preschool children all totalling to 1400. Using The Central Limit
Theorem, 7 preschools (20% of 35) and 200 respondents (14.29% of 1400) were selected. The
researcher then applied stratified sampling to create 7 strata based on the number of zones. Simple
random sampling was applied to select 1 preschool from each stratum. From each stratum, 1
preschool manager and 4 preschool teachers were selected using purposive sampling whereas 5
preschool children were selected using simple random sampling from each stratum. Data analysis
began by identifying common themes from the respondents’ description of their experiences.
Frequency counts of the responses were obtained to generate descriptive information about the
respondents and to illustrate the general trend of findings on the various variables that were under
investigation. Qualitative data was analyzed thematically along the study objectives whereas
quantitative data was analyzed inferentially using One-Sample t-Test Analysis in Statistical
Package for Social Sciences (SPSS Version 21). Findings of the study were presented using tables.
The study established that there are different kinds of play which preschool children engage in
which include; pretended, sociodramatic, hide and seek and singing games. Such forms of play
enhance preschool children’s acquisition of basic numeracy and creativity skills. The study thus
recommends that educators, teachers and other stakeholders should encourage preschool learners
to participate effectively in any form of play as a strategy to enhance their problem solving
attributes. Educators and parents should design paly activities in a manner that it captures critical
aspects of learning such as role taking, interpersonal relations, peer interactions and
communication skills. Education stakeholders should provide conducive environment where play
activities are designed to promote acquisition of reading, writing and listening skills. Educators
and other stakeholders in early childhood education should design play programmes to enhance
negotiation, goal seeking and decision-making which are key components of preschool children’s
holistic growth and development. Educators, parents and Ministry of Education should provide
pre-requisite play materials which are geared towards enhancing preschool children’s problem
solving, emotional development, language and cognitive development. Ministry of Education and
policy-makers should remodel the Physical Education Curriculum to incorporate more play
activities geared towards enhancing preschool children’s problem solving, emotional
development, language and cognitive development and allocate sufficient quality time for
preschool children’s play.
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Early studies