Book contents
- Politics and Knowledge Shaping Educational Reform
- Politics and Knowledge Shaping Educational Reform
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Preface
- 1 Introduction
- 2 Radical Curriculum Change and the Politics of ‘Implementation’
- 3 Towards a Play-Based Pedagogy in Ghanaian Kindergarten Education
- 4 Implementing Fee-Free Education in Rwanda
- 5 Policy Implementation in a Sisyphean State
- 6 Reforming the School System
- 7 Educational Reform in Scotland
- 8 The Role of Textbooks in Improving Education in Portugal
- 9 Turning Social Capital into a Working Wage
- 10 High-Performance and Equity
- 11 Missing Opportunity?
- 12 Conclusion
- Index
- References
3 - Towards a Play-Based Pedagogy in Ghanaian Kindergarten Education
Challenges and Opportunities for Implementation
Published online by Cambridge University Press: 06 February 2025
Book contents
- Politics and Knowledge Shaping Educational Reform
- Politics and Knowledge Shaping Educational Reform
- Copyright page
- Contents
- Figures and Tables
- Contributors
- Preface
- 1 Introduction
- 2 Radical Curriculum Change and the Politics of ‘Implementation’
- 3 Towards a Play-Based Pedagogy in Ghanaian Kindergarten Education
- 4 Implementing Fee-Free Education in Rwanda
- 5 Policy Implementation in a Sisyphean State
- 6 Reforming the School System
- 7 Educational Reform in Scotland
- 8 The Role of Textbooks in Improving Education in Portugal
- 9 Turning Social Capital into a Working Wage
- 10 High-Performance and Equity
- 11 Missing Opportunity?
- 12 Conclusion
- Index
- References
Summary
In 2019, the Ghanaian Ministry of Education set forth a new curricular framework for pre-primary education, which specifies a child-centred approach to learning and highlights the importance of creative and play-based learning. Despite being a significant event in the history of pre-primary education, teacher-centred didactic classroom practices are still prevalent after two years of implementation. Research shows that the lack of resources is one of the reasons for teachers’ inability to adopt play-based activities. However, evidence also strongly points to the fact that the majority of teachers do not possess the pedagogical skills to support children’s learning through play. The author of this chapter has been involved in researching teachers’ attitudes and perceptions to play-based learning in Ghana anddraws out the reasons why teachers are unable to successfully integrate play into their activities, focusing on teacher development (i.e. teacher training) and how this can interact with other factors to improve teacher performance in adopting play.
- Type
- Chapter
- Information
- Politics and Knowledge Shaping Educational ReformCase Studies from Around the Globe, pp. 28 - 42Publisher: Cambridge University PressPrint publication year: 2025
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