Pre-Primary Teachers’ Perceptions and Utilization of Play-Based Learning in Kericho County, Kenya

This research explored the perceptions and use of Play-Based Learning (PBL) among pre-primary school teachers in Kericho County, Kenya at the advent of implementation of the Competency-Based Curriculum (CBC). A descriptive survey design and mixed-method approach were used to obtain data from 251 teachers via questionnaires and interviews. Quantitative data were analyzed using descriptive statistics, chi-square tests, and ANOVA, while qualitative responses were analyzed thematically. Results show that teachers perceive PBL as a fundamental approach to promote creativity, social interaction, and problem resolution in children. Yet, trust in the implementation was diverse; teachers attributed the lack of training, poor teaching materials, and overcrowded instruction to some challenges. Inferential analysis indicated a positive association between teachers’ professional qualifications and the use of PBL strategies (χ² = 16.42, p < 0.05). A one-way ANOVA also indicated significant differences in teachers’ views on PBL related to their teaching experience, F(2,248) = 3.72, p = 0.025, whereby teachers with more experience showed the strongest positive attitude. Results did not show significant differences between the sexes. The study finds that teachers are aware of the importance of PBL, but the structural, resource, and capacity constraints hamper its implementation. It adds to the developing body of literature on early childhood pedagogy in Kenya by addressing the role of teacher attributes on PBL uptake. The study suggests enhanced pre-service and in-service training on PBL, provision of resources in ECDE centers, and education of school officials about the value of play-based pedagogical approaches. In future studies of learning outcomes, longitudinal effects of PBL should be examined in different counties.