To Assess How Teachers Use Physical Play Materials as a Pedagogical Approach in Teaching and Learning Literacy in Preprimary Schools in Kenya

Abstract

The study investigates how teachers use physical play materials as a pedagogical approach in teaching and learning literacy in pre-primary schools. Anchored in John Dewey’s Progressive Theory of Education, the study emphasizes experiential learning through play. A review of literature highlights the role of physical play in enhancing children’s literacy skills such as letter recognition, vocabulary development, and phonemic awareness. The study aimed to assess teachers’ integration of physical play materials in early literacy instruction. A qualitative approach was adopted, using a phenomenological research design. The target population included ECDE sub-county coordinators, public primary school head teachers, pre-primary teachers, and lead teachers in Kisumu West Sub-County. Data were collected through in-depth interviews with the ECDE sub-county coordinator and head teachers, focus group discussions with pre-primary teachers, and classroom observation protocols for lead teachers. Ethical procedures were followed, including permissions from relevant authorities. Thematic analysis was used to interpret the data. Findings revealed that while teachers acknowledge the value of physical play materials, challenges such as limited resources and sufficient training hinder effective implementation. The study concludes that physical play is essential in literacy learning and recommends enhanced teacher training, provision of play resources, and supportive policies to strengthen play-based pedagogy.