Play-Based Pedagogy in Ghanaian Basic Schools: A Review of Related Literature

Alfred Kofi Adams *

Department of Mathematics and ICT, Bia Lamplighter College of Education, Sefwi Debiso, Ghana.

Felix Asemnor

Department of Mathematics and ICT, Bia Lamplighter College of Education, Sefwi Debiso, Ghana.

Vincential Nkansah

Department of Mathematics and ICT, Bia Lamplighter College of Education, Sefwi Debiso, Ghana.

*Author to whom correspondence should be addressed.


Abstract

Early childhood education has seen the emergence of play-based pedagogy as a transformative strategy that has changed how young students learn. In the context of Ghanaian basic schools, this review carefully analyzes the body of literature on play-based education. This investigation provides in-depth insight into the enormous influence of play-based learning on Ghana's educational system by integrating empirical investigations, educational theories, and cultural factors. The literature underscores that play-based pedagogy is a catalyst for holistic development, nurturing cognitive, social, emotional, and physical growth in children. Through self-directed play, students actively engage in exploration, problem-solving, and creative expression, establishing a solid foundation for lifelong learning. Integrating local cultural norms and traditions into play-based activities not only strengthens cultural identity but also bridges generational gaps by transmitting traditional values and knowledge. Crucially, play-based approaches cultivate innovative and adaptive skills, preparing students to navigate the complexities of the modern world. By fostering critical thinking, collaboration, and adaptability, play-based pedagogy nurtures the essential skills for 21st-century success. Furthermore, these approaches ensure inclusivity by accommodating diverse learning styles and needs, promoting equitable educational opportunities. Collaboration emerges as a pivotal driver for the effective implementation of play-based pedagogy. Educators, parents, policymakers, and communities play interdependent roles in advocating for policy changes, sharing best practices, and creating supportive environments. This collaborative spirit cultivates a dynamic ecosystem where play-based learning thrives and evolves. As a transformative force, play-based pedagogy envisions the future of education in Ghanaian basic schools. Recognizing play as an essential vehicle for holistic development and cultural preservation enriches Ghana's educational landscape. This review underscores the potential of play-based approaches to empower students, foster innovation, and promote inclusivity, ultimately shaping a more holistic and culturally enriched educational experience.

Keywords: Cognitive development, cultural integration, play-based pedagogy, policy advocacy, holistic development, transformative education


How to Cite

Adams , Alfred Kofi, Felix Asemnor, and Vincential Nkansah. 2024. “Play-Based Pedagogy in Ghanaian Basic Schools: A Review of Related Literature”. Asian Journal of Advanced Research and Reports 18 (3):17-28. https://doi.org/10.9734/ajarr/2024/v18i3611.

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