Perspectives on Play and Learning in the Ghanaian Early Years Classroom

• In Event: 3-018 - Investigating Perceptions of Play and Learning From Children and Adults Around the World Using Mixed-Methods

Integrative Statement

Play researchers and theorists expound a powerful argument for play as a vehicle for children’s learning (Pellegrini & Smith, 2008; Golinkoff & Hirsh-Pasek, 2006). But the idea of learning through play can be somewhat challenging as it assumes play is a well-defined activity and that children should be given time, space and resources to facilitate their engagement in play. Is play seen in the same way in all cultures, particularly in relation to learning in the early years? These questions were taken up by examining how play is perceived by a range of stakeholders in the Ghanaian community. Was play cultivated, accepted or curtailed in this context (Gaskins, Haight and Lancy, 2007)?
We examined the role and meaning of play in Ghanaian early years classrooms by:
• Assessing the representation of play in the national early years curriculum
• Interviewing stakeholders (parents, teachers and head teachers) about their conceptions of play and learning
• Observing how play has been epitomized in classroom practice
The study comprised parents of children enrolled in early years classes, teachers who teach in early years classes and head teachers who manage the activities of the school. A total of 19 stakeholders (7 parents, 8 teachers and 4 head teachers) were selected from four early years classes across two regions in Ghana. These classes were selected based on our quantitative work, which was made up of 292 stakeholders from 40 schools across two regions (publication blinded for review).
We found that the curriculum does not emphasise play-based learning. It does, however, support the idea of children learning by doing. Therefore, the curriculum promotes activities that involve children’s participation as an effective approach to teaching and learning.
Through interviews, we found that play first of all resonated with fun and happiness in stakeholders’ perceptions, rather than learning per se. The majority of those interviewed perceived play as a way of maintaining children’s interest in lessons, and as a break from learning. The stakeholders’ unanimous appreciation of the use of rhyme and song in classrooms illustrates this point. These were used at the beginning of lessons and also as an interlude when children appeared tired and bored during lessons (See Figure 1). Other examples of how stakeholders perceived play included: play as storytelling, play as a way of keeping children occupied, play as a recess activity and in some cases, play as a form of learning. Our findings are discussed from a sociocultural perspective, drawing a picture of the cultural meanings attributed to the model of childhood, play and learning in Ghana.

Authors

• Esinam Ami Avornyo, University of Cambridge
  Presenting Author

• Sara Baker, University of Cambridge
  Non-Presenting Author