Preschool Teachers Perception Toward Play-based Learning And Its Implication To Child Development In Gambella Regional State Ethiopia

This study sought to gain insight into how Gambella government preschool teachers perceive rnplay-based learning, and its implication to child development. Play-based learning refers to rnindividual child play and learning that help children to develop holistically. Teachers’ rnperception towards play-based learning involves having awareness, knowledge and interpreting rnhow play-based learning provides learning benefits to children development. The study employed rndescriptive survey research design. Descriptive statistic was employed for data analysis thus, rnfrequencies, percentage, mean and standard deviation was usedto analysis data by using tables. rnData obtained through interview was transcribed, coded qualitatively, and themes made ready rnby using content analysis. SPSS version 20 was used to analyze data. Questionnaire and rninterview questions were used for data collection from participants selected using random rnsampling method. The results revealed that, preschool teachers’ have negative perceptionrntoward play-based learning. Major findings identified in the study are Characteristics of rnTeachers’ such as professions, duration of teaching experience and academic qualifications, the rnoverall perception of teacher toward play-based learning and the benefits or implication of play based learning child to development is negative among the five selected government prescho

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