Teachers Competencies in Play Pedagogy in Inclusive Early Childhood Education Centers in Low Resourced Communities of Kenya Ref.No.SSTCRC2605
1. Introduction
Inclusive play pedagogy research in Kenya will have the potential for long-term influence on early childhood training policy and curriculum at the Universities and teacher development at the grassroots. Furthermore, Kenya lacks a structured policy for continuous teacher capacity development, leaving early childhood educators without sustained professional support. Kenya is a multilingual and culturally diverse society as a result, inclusive play pedagogy would be a practical strategy in ensuring quality and equity in children’s early learning experiences. Inclusive play pedagogy will foster participation of all learners, including those with disabilities or requiring additional support, while prioritizing personalized and holistic learning approaches.
Research in this area has the potential to shape long-term policies on early childhood training, curriculum development at Universities, and grassroots teacher capacity development initiatives. For example, previous research with ECE teachers in Kenya highlights varied perceptions of the usefulness of play-based pedagogy as well as a positive link between understanding of the value of learning through play and implementation of the pre-school curriculum. However, this previous study did not explore ways in which professional development can improve ECE teachers’ integration of play in teaching or the specific challenges experienced by teachers without a background in ECE. This study therefore aims to illuminate these issues through qualitative case studies. For example, the research will demonstrate the potential impact of play-based pedagogy on children’s educational outcomes and provide examples of practitioner strategies and professional development.
In Africa, preschool teachers both in urban and rural areas generally prefer commercially prepared learning materials to indigenous materials that are present within the families that children use in their everyday life. This research will explore gaps in the use of indigenous play materials and document these materials as innovations for stimulating cultural diversity in children play activities in ECE centers.
2. Purpose of the study
The purpose of this proposed study is to investigate the training capabilities of preschool teachers in Kenya in play-based pedagogy within inclusive early childhood development (ECD) classrooms. The research will be guided by the research questions;
-How do teachers benefit from professional development to inform their play based pedagogical teaching approaches for inclusive early childhood education centers?
-What challenges and strengths do pre-school teachers in Kenya possess in play-based pedagogy for inclusive teaching in ECE centers?
-How are teachers connecting the play-based pedagogy with the children learning outcomes in inclusive early childhood education centers?
3. Methodology
The research is a case study design to be conducted in four selected but diverse early childhood development and education (ECE) centers in low resourced communities of Kenya. The four centers will be identified in a rural Maseno area, Kisumu County, Turkana rural pastoral communities and at a refugee community at Kakuma refugee camp in Turkana County. The research data will be collected through non-participant observations and researcher’s diaries. The case study approach is suitable for a contextual and in-depth understanding of the use of play in the selected ECE centers. The research will use in-depth interviews with focus group discussions with teachers who will be purposely sampled considering experience, training, qualifications, gender and age. Non participants observations will be carried at the ECE indoor and outdoor learning environment for 10 days for 2 hours every day to document teachers interactions with children, innovative use of play materials, availability of space for indoor and outdoor play and teachers use of play and awareness of inclusivity in integrating curriculum concepts in children’s play. The researcher’s diaries will supplement field observations to capture everyday play activities of children in the schools. Interviews will be done with selected education leaders to establish policy gaps in the implementation of play learning in early childhood education in Kenya. The possibility for video recording will be explored during the study, with adequate and careful ethical attention, especially in relation to the children. The fieldwork will explore evidence focusing on the following research questions;
-What challenges and strengths do pre-school teachers in Kenya possess in play-based pedagogy for inclusive teaching in ECE centers?
-How are teachers connecting the play based pedagogy with the children learning outcomes?
-How do teachers benefit from professional development to inform their play based pedagogical teaching approaches for inclusive early childhood education Centers?
4. Cooperation Required
-We require collaboration in research design and execution
-We require resources(budgets) to accomplish the project
5. Benefits
-This study will provide evidence that will address competency based curriculum (CBC) instructional challenges in ECE.
-The research will provide evidence to justify the need to initiate a diploma program in ECE with emphasis in play based pedagogy for teachers in rural and low resource communities to improve learning outcomes of the children.
-Evidence from the research will provide the platform for policy discussions with early childhood education stakeholders regarding the importance of play in improving children learning outcomes.
-Four Postgraduate students (2 PhDs and 2 Masters) will participate in the process of data collection and analysis. The research will strengthen these students’ conceptual and theoretical framework when developing their research proposals.
-The research will stimulate further studies in inclusive play pedagogy in early childhood education in Kenya.
6. Outputs
-Comprehensive policy on ECE curriculum that is focused on play based pedagogy
-Develop a comprehensive play-based teacher professional development program
-Better learners outcomes