Examining preschool and kindergarten teachers' beliefs about play in Ghana

Abstract

This study examined the beliefs about play of preschool and kindergarten teachers in Ghana. The study adopted a descriptive survey design. A total of 221 teachers who had been working with children (ages 3-5years) for a minimum of one year were recruited via convenience sampling method. A self-administered questionnaire, Teachers' Play Beliefs Survey (TPBS) was employed to collect data for the study. The data was analyzed using Analysis of Variance (ANOVA) statistics. The results revealed no statistically significant difference in teachers' play beliefs. However, there were differences in teachers' support for play and academic activities in educational/school settings.