To Explore the Use of Object, Play Materials as a Pedagogical Approach by Teachers in Facilitating Literacy Development in Pre-Primary Schools in Kenya

Abstract

This study explored the use of object play materials as a pedagogical approach by teachers in facilitating literacy development in pre-primary schools in Kenya. Grounded in Jean Piaget’s Theory of Cognitive Development which posits that children actively construct knowledge through interaction with their physical environment. A qualitative research approach with phenomenological design was adopted to gain deep insights into teachers’ lived experiences and practices. The target population included pre-primary school teachers, lead teachers, head teachers, and ECDE sub-county coordinator. Purposive and saturated sampling techniques were used to select a total of 40 participants. Data were collected using in-depth interviews, focus group discussions and classroom observation protocols. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability. Data were analyzed thematically. The findings revealed that teachers recognized object play materials as effective tools for enhancing literacy skills such as vocabulary building, letter recognition, and comprehension. However, challenges such as limited resources, lack of training, and large class sizes impeded their full utilization. The study concludes that object play enhances learner engagement and literacy acquisition when properly integrated into instruction. It recommends teacher training, provision of adequate play materials, and inclusion of object play strategies in instructional guidelines to strengthen literacy outcomes in early years’ education.