Stakeholders Support of Play Teaching Strategy in Teaching and Learning Process and Achievement of Learning Outcomes in Nursery Schools of Nyagatare District Rwanda
DOI:
https://doi.org/10.53983/ijmds.v13n11.004Keywords:
Stakeholders Support, Play Teaching Strategy, Teaching and Learning Process, Learning Outcomes, RwandaAbstract
Purpose: The main purpose of this research was to investigate the influence of stakeholders’ support for the play teaching strategy on the achievement of learning outcomes in nursery schools in Rwanda. Materials and Methods: The study used a descriptive research design based on Henri Poincare’s dynamic systems theory and a mixed-method approach, combining quantitative data from questionnaires and qualitative insights from interviews. A sample of 106 respondents, including 26 teachers, 71 parents, and 9 head teachers, was selected using purposive, stratified, and simple random sampling techniques. Data analysis was performed using IBM SPSS Version 23.0, with descriptive statistics and inferential methods like Pearson correlation and regression analyses. A multiple linear regression model evaluated the impact of stakeholder support on play-based teaching strategies and learning outcomes, with results presented in tables and graphs. Findings and Discussion: The study revealed that stakeholder support significantly boosted the adoption of play-based teaching strategies and improved learning outcomes in Nyagatare’s nursery schools. Parental involvement (coefficient: 0.132, p-value: 0.025), school management support (coefficient: 0.163, p-value: 0.001), and teacher participation (coefficient: 0.102, p-value: 0.014) were key factors. Notably, 60% of head teachers highlighted the importance of management support, while 60%-65% of teachers actively planned activities and utilized materials effectively. The findings emphasized that collaboration among parents, school management, and teachers significantly impacted the successful implementation of play-based learning strategies and improved educational outcomes. Conclusion: The study concluded that the support of parents, school management, and teachers significantly and positively impacted the implementation of play teaching strategies and the achievement of learning outcomes in nursery schools in Nyagatare, Rwanda.
Downloads
References
Bodrova and Leong (1996). Approaches to Early Childhood Education (pp.241-260) Edition : 6th Merrill/Prentice Hall J. L. Rooparine & J. Jones
Froebel, F. (1987). Child and society. New York : W.W Norton Press
Gorden (2013). Revisiting Gordon’s Teacher Effectiveness Training : An Intervention Study on Teachers’ Social and Emotional Learning. Electronic Journal of Research in Educational Psychology 11(3) :693-716 DOI:10.14204/ejrep.31.13073
Gordon Biddle (2013) Early Childhood Education: Becoming a Professional, Publisher: Sage Publications, Inc, 2013wasBN: 13: 9781412973458
Gray, P. (2013). Free to learn : Why Unleashing the instinct to play would make our children Happier, more self-reliant, and better students for life. Basic Books.
Gray, P. (2017). What exactlywas play, and whywas it such a powerful vehicle for learning ? Topics in Language Disorders, 37(3), 217-228.
Huberty & Jones (1995) The Effects of Recess Timing on Children's Playground and American. Educational Research Association Classroom Behaviors Vol. 32, No. 4 (Winter, 1995), pp. 845-864 (20 pages)
Ivan, A (2022) Students’ Affective Learning Outcomes and Academic Performance in the Blended Environment at University: Comparative Study, Sustainability 14(18):11341
Jamaal & Jemimah (2017) Teacher perceptions of parental involvement and the achievement of diverse learners: A meta-analysis, Journal of Ethical Educational Leadership, 4(5), 1-17. Retrieved from: http://www.cojeel.org.
Jeff A. and Denita D (2012). Let Them Play: An Early Learning (Un)Curriculum
Jenning and Bosch (2011). The Involvement of Parents in the Education of their Children in Zimbabwe’s Rural Primary Schools: The Case of Matabeleland North Province. IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388, p-ISSN: 2320–737X Volume 1, Issue 3 (Mar. –Apr. 2013), PP 37-43
Kina Rwanda (2021). We were activating Play in our community
Lev Vygotsky (1967). Play and its Role in the Mental Development of the child. Soviet psychology, 5(3), 6-18
Malaysia Ministry of Education (2010). National Preschool Curriculum Standard in Malaysia
Manzon (2017) The role of play in children's development, OI:10.13140/RG.2.2.18500.73606
Ministry of Education of New Zeland (2017). Early Childhood curriculum
Ministry of Education. (2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. Early childhood curriculum. Ministry of Education.
Nabilla & Nurul (2021) Play-based Learning: A Qualitative Report on How Teachers Integrate Play in the Classroom, city university e Journal of academic research
Parker et al., (2022). Learning Through Play at School – A Framework for Policy and Practice
Parker& Thomsen, (2019). Playful integrated pedagogies that foster children's holistic skills development in the primary school classroom
Pellis, S. M., Pellis, V. C., & Himmler, B. T. (2014). How play makes for more adaptable brain: A comparative and neural perspective. American Journal of Play, 7(1), 73–98.
Piaget, J. (1962). The relation of affectivity to intelligence in the mental development of the child. Bulletin of the Menninger Clinic, 26(3), 129-137.
Piaget, J. (1962). The stages of the intellectual development of the child. Bulletin of the Menninger Clinic, 26(3), 120–128.
Rachel & Bo (2022) Learning Through Play at School – A Framework for Policy and Practice, DOI:10.3389/feduc.2022.751801
Shylene, (2024) Play-based learning concept and development of teaching among kindergarten teachers. European Journal of Education Studies 11(6) 10.46827/ejes.v11i6.5333
Toub et al. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Volume 45, 4th Quarter 2018, Pages 1-17
UNICEF (2018). Learning through play Strengthening Learning play in Early Childhood Education Programmes. www.unicef.org/ publications
Van Vleet, M., & Feeney, B. C. (2015). Play behavior and playfulness in adulthood. Social and Personality Psychology Compass, 9(11), 630–643. https://doi.org/10.1111/spc3.12205
VVOB (2018). Learning through Play. Technical Brief No. 3
VVOB (2018). Unlocking the Potential of Teachers and School Leadership
Vygotsky, L. (1978). The role of play in development. The development of higher psychological processes. New York: Harvard University Press.
Vygotsky, L. S. (2016). Play and its role in the mental development of the child. International Research Early in Childhood Education, 7(2), 3-25.
