Main Article Content

Abstract

This study explored the availability and utilization of play and learning materials in the Haromaya University Model Preschool, Ethiopia. In doing so, a qualitative case study design was employed. Data were generated from five chosen teaching staff of the model preschools purposively traced by the researchers. Interview protocol and observation checklist were utilized as a data-gathering tool. To comprehend the phenomenon, the researcher used thematic analysis. The study's findings were illustrated with 3 major themes and 8 sub-themes. There are average materials available for play and education in the model preschool. Teachers utilize play and learning materials to introduce new concepts, reinforce learning, promote socio-emotional development, and promote creativity. Several factors determine the usage of play materials for learning: economy, perception, and attitude of teachers, and educational qualification of teacher topping the list. In conclusion, play and learning materials are essential for preschool children's development. They help children learn engagingly, promote creativity and problem-solving skills, and provide opportunities to explore, learn, and grow. However, the level of play and learning materials is different than expected. It can create a disparity in the quality of education that children receive. To address this issue, increased funding for preschool programs, provision of training for preschool teachers on using play and learning materials effectively, and awareness creation about the importance of play and learning materials should be in place.

Keywords

Availability Early childhood education Learning materials play university preschool utilization

Article Details

How to Cite
Abebe, W., & Keery, Y. A. (2023). Play and learning materials in university model preschool: Exploring the availability and utilization. Atfaluna: Journal of Islamic Early Childhood Education, 6(1), 12-22. https://doi.org/10.32505/atfaluna.v6i1.6110

References

  1. Adams, P. (2006). Exploring social constructivism: Theories and practicalities. Education 3-13, 34(3), 243–257. https://doi.org/10.1080/03004270600898893
  2. Addisu, K. M., & Wudu, M. T. (2019). Preschool Curriculum Implementation in Ethiopia: The Case of Selected Woredas Preschools. Cypriot Journal of Educational Sciences, 14(2), 178-189.
  3. Archer, E. (2018). Qualitative data analysis: A primer on core approaches. Research Gate. www.researchgate.net/publication/328577005_Qualitative_Data_Analysis_A_primer_on_core_Approaches.
  4. Anning, A., & Edwards, A. (2006). Promoting children’s learning from birth to five: Developing the new early years professional. McGraw-Hill Education.
  5. Astalin, P. K. (2013). Qualitative research designs: A Conceptual. International Journal Of Social Sciences \& Interdisciplinary Research, 2(1), 118–124.
  6. Creswell, J. (2013). Qualitative, quantitative, and mixed methods approaches. In Research design.
  7. Dewey, J. (1966). Democracy and education (1916). Jo Ann Boydston (ed.). The Middle Works of John Dewey, 9, 1899-1924.
  8. Dewi, L., Rullyana, G., & Hadiapurwa, A. (2017). Study of Availability of Printed Non-Printed Instructional Media in Kindergarten to Develop Students’ Reading Interest. 58, 262–268. https://doi.org/10.2991/icece-16.2017.46
  9. Gardiner, J. (2020). Study of Early Education and Development (SEED): Impact Study on Early Education Use and Child Outcomes up to age five years. February. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/867140/SEED_AGE_5_REPORT_FEB.pdf
  10. Kirova, A., & Hennig, K. (2013). Culturally responsive assessment practices: Examples from an intercultural multilingual early learning program for newcomer children. Power and Education, 5(2), 106-119.
  11. Koech, F. (2017). Instructional resources used in teaching and learning in preschools in Kenya. IOSR Journal of Humanities and Social Science, 22(01), 79–87. https://doi.org/10.9790/0837-2201037987
  12. Lucy, S., Emmideme, G. N., & Sylvester, A. (2022). Social studies student-teachers’ preparation for effective use of teaching and learning materials: The case of Northern Colleges of Education in Ghana. Open Journal of Social Sciences, 10(06), 379–395. https://doi.org/10.4236/jss.2022.106027
  13. Maria Sakellariou & Maria Banou (2020): Play within outdoor preschool learning environments of Greece: a comparative study on current and prospective Kindergarten Educators, Early Child Development and Care, DOI: 10.1080/03004430.2020.1813123
  14. Megersa, A. K., & Tarekegne, W. M. (2019). Preschool curriculum implementation in ethiopia: The case of selected woredas preschools. Cypriot Journal of Educational Sciences, 14(2), 178–189. https://doi.org/10.18844/cjes.v14i2.3882
  15. Mokua, M. T. (2012). Influence of teaching and learning materials on children performance in pre-schools in Borabu district, Nyamira County, Kenya. University of Nairobi.
  16. Morrow, L. M., & Gambrell, L. B. (2004). Using children’s literature in preschool: Comprehending and enjoying books (Preschool literacy collection). International Reading Association. https://eric.ed.gov/?id=ED488979
  17. Ngure, G., Nyakwara, B., Kimani, E., & Mweru, M. (2014). Utilization of instructional media for quality training in pre-primary school teacher training colleges in Nairobi. Research Journal of Education, 2(7), 1–22. http://www.researchjournali.com/view.php?id=798
  18. Rehan, Q. (2022). Impact Of Preschool Education On The Social And Communication Skills Of Primary School Students. June.
  19. Sakellariou, M., & Banou, M. (2022). Play within outdoor preschool learning environments of Greece: a comparative study on current and prospective Kindergarten Educators. Early Child Development and Care, 192(6), 887–903. https://doi.org/10.1080/03004430.2020.1813123
  20. Seifu, T. (2014). School of Graduate Studies College of Education Practice and Challenges of Pre- School Education in Nefasilk Lafto. June.
  21. Tarimo, J. J. (2013). Teachers’ use of play as a teaching strategy in pre-primary schools in Mwanga district, Kilimanjaro region, Tanzania. In Journal of the American Chemical Society (Vol. 123, Issue 10). https://shodhganga.inflibnet.ac.in/jspui/handle/10603/7385
  22. The Australian Children’s Education and Care Quality Authority (ACECQA). (2022). Belonging, Being & becoming. The Early Years Learning Framework for Australia.