Preschool Teachers Practice and Challenges with the Implementation of Play Based Instruction in Jimma City Ethiopia

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Employing a mixed-methods sequential explanatory design, the research collected data from 120 teachers in 18 randomly selected preschools using questionnaires and document analysis. The quantitative data were analyzed using descriptive statistics (mean, standard deviation) in SPSS version 25, while qualitative data from documents were analyzed narratively. The findings revealed a significant deficiency in the successful implementation of play-based instruction. Teachers' practices were found to be moderately low (aggregate mean = 2.61), and the pedagogical approach was predominantly teacher-directed rather than child-centered. Key challenges identified included a lack of appropriate training on play-based methods (51.3%), difficulty in understanding the concept of play (54.0%), and a critical shortage of indoor and outdoor play materials (54.0%). Additional barriers were high child-teacher ratios (51.3%) and inadequate time and space allocated for play activities. Document analysis further confirmed that lesson plans and school schedules were rigid and academically focused, failing to promote play-based learning appropriately. The study concludes that insufficient teacher training, a lack of resources, and structural constraints significantly hinder the effective use of play-based instruction. It is recommended that the city administration, in collaboration with stakeholders such as Jimma University, provide coordinated and practical in-service training for teachers, establish minimum standards for play materials, and integrate protected time for play into the official school timetable to enhance the quality of early childhood education. Pre-school Play-base Instruction Collaboration Introduction Preprimary education is a crucial issue in developing nations because it supports children's survival, growth, development, and learning from the time of their birth until the start of primary school and serves as one of the potential inputs to the general improvement of high-quality education [ 4 ]. The initial stage of a child's education is preschool, and early childhood education has prioritized play as a means of learning for children. The aspects of playing and learning in children can be understood as an integrated whole that stimulates one another. Play is a child's natural tendency, thus utilizing play-based learning strategies is an excellent strategy to shape and advance children's general learning and development [ 5 ], [ 2 ]. The importance of play is highlighted in the most recent documents of professional associations like the National Association for the Education of Young Children (NAEYC), International Play Association (IPA), Association for Childhood Education International (ACEI), and the Office of Early Childhood Education. Early childhood is a critical time marked by rapid changes in physical, cognitive, linguistic, social, and emotional development. According to UNESCO [ 1 ], it is a window of opportunity for a person's lifetime growth European thinkers and educators like Comenius, Rousseau, and Pestalozzi can be credited for establishing the history of play-based learning, but it was not until the nineteenth century that genuine child play was properly documented. The origins of play-based learning can be traced to European philosophers and educators in the seventeenth and eighteenth centuries, including Comenius, Rousseau, and Pestalozzi. However, it was Friedrich Froebel (1782–1852), a well-known pioneer in the field of early childhood development, who first fully described actual child play. Through Gifts and Occupations [ 3 ], he pioneered play-based education. There are various teaching methods used in early childhood education, just like at other educational levels. Play-based learning, which is primarily child-focused and targeted toward preschool and has a focus on play, is one method that becomes more child-centered. Additionally, studies have revealed that different researchers have diverse interpretations of what the play means for teachers. It might be difficult for preschool teachers to incorporate play in their classrooms because of many definitions and viewpoints of play and learning. As a result, it is challenging to implement and promote a play-based strategy in early childhood classrooms due to the lack of a universal definition of play [ 6 ], [ 9 ]. Since 2010, the Ethiopian National Policy Framework for ECCE has recognized the value of play as a method of instruction. This program supports the child's overall development and is led by a child-centered philosophy. It offers resources for both indoor and outdoor play that are inclusive, developmentally appropriate, and culturally relevant. Preschool teachers should be the first responsible body for carrying out the preschool program, according to its curriculum design, which should be play-based. The inspiration for this study arose from dealing with linking theories of play and practice in early childhood education. It is also the aspiration of the researcher for a greater understanding of appropriate instruction in preschool classrooms to recognize problems preschool teachers face regarding play-based instruction. Therefore, this study is designed to investigate problems preschool teachers face regarding play-based instruction at some selected government and private preschools of the Jimma City administration. Play Based Instruction In Ethiopia, the field of Early Childhood Care and Education (ECCE) is relatively new and has historically received limited attention [ 7 ]. This has resulted in a significant gap between the established national Policy, which champions play-based, child-centered learning, and the Actual practices within preschool classrooms. While the pedagogical Value of play is recognized in policy, its implementation is Inconsistent and fraught with difficulties. Teachers are often expected to facilitate play-based learning without a deep understanding of its Principles, adequate practical training, or sufficient resources, which can lead to disconnect between their theoretical knowledge and daily Classroom practice [ 8 ]. This is further complicated by the fact that Educators’ personal beliefs and interpretations of what constitutes “play” can vary widely, making a unified approach to this pedagogy Challenging to establish [ 10 ], [ 14 ]. This implementation gap is not unique to Ethiopia. International Research has documented similar challenges. For instance, a study in Singapore found that while early childhood educators acknowledged the Importance of play, they held diverse definitions of it and encountered significant obstacles in using it as an effective curricular tool [ 12 ]. Research from Croatia revealed that preschool teachers often possess Contradictory attitudes towards play-based instruction, which directly affects their educational practices. More recently, a study in the USA indicated that even among kindergarten teachers and elementary Administrators, beliefs and attitudes about play-based instruction are Mixed and inconsistent [ 13 ]. These findings suggest a global Inconsistency in how play is conceptualized and applied in early learning environments. Much of the existing research, however, has been qualitative in nature, focusing on beliefs and attitudes, and has often been conducted in Western educational contexts. There is a noticeable scarcity of mixed-methods Studies, particularly in the Ethiopian context, that empirically Investigate the specific interplay between teachers’ reported practices, the characteristics of their pedagogy, and the systemic challenges they face. Furthermore, previous studies have not adequately explored the Predictive nature of these factors on the successful execution of Play-based learning in diverse preschool settings, such as those found In Jimma City. Therefore, this study is designed to address this empirical and Methodological gap. By employing a mixed-methods approach in both Government and private preschools in Jimma City Administration, this Research aims to provide a comprehensive investigation into the specific Problems preschool teachers face regarding play-based instruction. The Findings will contribute valuable insights to the existing body of Knowledge and inform targeted interventions to improve the quality of early childhood education in Ethiopia Research Question The study was conducted within the framework of the following research questions. How do preschool teachers perform their roles in implementing play-based instruction at some selected government and private preschools of the Jimma City Administration? What are the challenges hindering preschool teachers' implementation of play-based instruction at some selected government and private preschools of Jimma City Administration? Objectives of the Study General Objective The general objective of this study was to investigate problems preschool teachers face regarding play-based instruction at some selected government and private preschools of Jimma city administration. Specific Objectives : The specific objectives of this study are also stated as follows:- To assess preschool teachers' role in the implementation of play–based instruction at some selected government and private preschools of the Jimma City Administration. To identify the challenges preschool teachers face in implementing play-based instruction at some selected government and private preschools of the Jimma City administration. Methodology Research Design This study adopted a mixed-methods approach, following a sequential explanatory design. This framework involved collecting and analyzing quantitative data first, followed by qualitative data, to provide a deeper explanation of the initial results. The primary rationale for this choice was to offset the limitations inherent in using either quantitative or qualitative methods alone, thereby achieving a more robust and nuanced understanding of the research problem. This approach aligns with the view that mixed methods are valuable for triangulation and comprehensive problem investigation, offering researchers methodological flexibility [ 11 ]. Participants This study focuses on preprimary schools in Jimma city administration, utilizing both primary and secondary sources. Primary sources include kindergarten teachers at city administration. Secondary sources include reports, plans, and documents from public and private preschool teachers. The study considers teachers as actors and facilitators of the teaching-learning process, as they provide necessary data. The participants comprise 325 preschool teachers in 78 preschools. Sample Size and Sampling Procedures The study analyzed 78 kindergartens in the Jimma City administration, with 325 teachers. Because of financial and time constraints, the study did not consider all the kindergartens as targets for data collection. The researcher used a sample to undertake the research. To ensure a manageable sample size, [ 18 ] and [ 16 ] recommended a 10%-30% target population. 18 preschools (14 private and 4 governments) were selected as a final sample using random sampling technique. After selecting these schools, 120 preschool teachers were selected for the questionnaire using available sampling techniques. Table 1 Sample Size Determinations by Pre-school. N Name Number of teachers Population | Sample 1. Bukaya kindergarten 8 | 8 2. Jimma university community kindergarten 20 | 20 3. Kito primary school 1 | 1 4. Segenet academy kindergarten 4 | 4 5. Hawi Gudina 2 | 2 6. Abahasen kindergarten 4 | 4 7. Yadel Kindergarten 4 | 4 8. Hibre primary school 2 | 2 9. Jiren kalehiwote selam kindergarten 8 | 8 10. Pope johnpaulI kindergarten 4 | 4 11. Darul arqem kindergarten 4 | 4 12. Enate academy kindergarten 15 | 15 13. Betel academy kindergarten 5 | 5 14. Ababoka kindergarten 5 | 5 15. Selam kindergarten 5 | 5 16. Jimma amanuelbirhan and hiwot 4 | 4 17. Star light kindergarten 4 | 4 18. Beteseb academy kindergarten 21 | 21 Total 120 | 120 Data Collection Instruments To get the relevant information, the researcher utilized both primary and secondary data sources. The primary data sources, the researcher used a questionnaire for preschool teachers, whereas a document analysis was used as a secondary data source. Thus, data collection instruments were prepared based on, the objectives of the study and concepts of related literature reviews. A) Questionnaire The study used a questionnaire which is prepared based on the research questions of the study and a review of related literature to gather data on preschool teachers' opinions and attitudes about play-based instruction. The questionnaire, designed to collect non-observed information, was divided into four sections: demographics, play-based instruction practice, characteristics of play-based pedagogy, and major challenges hindering play-based practice. The questionnaire consisted of 25 closed-ended questions and a 4-point Likert scale, with (1 = Never, 2 = Sometimes, 3 = Often, and 4 = Always). B) Document analysis Document analysis was conducted to gather data on pre-primary education, specifically on play-based learning in preschools. During data collection time, significant documents such as checklists, lesson plans, school minutes, and time allotted for play were reviewed to understand the challenges faced by teachers during play-based instruction. Validity and Reliability of the Research Instruments "To ensure the validity of the data collection tools, the development process began with an extensive literature review. Furthermore, consultations were held with academic peers to evaluate the extent to which the questionnaire items accurately reflected the core concepts being investigated. The internal consistency reliability of the instrument was subsequently assessed using Cronbach's alpha." Table 2 Reliability Coefficient of Questionnaires. Variables Numbers of items Cronbachs alpha Practice of Play-Based 10 0.89 Instruction Characteristics of 9 0.80 Play based pedagogy Challenges 8 0.76 Total 27 0.81 The resulting Cronbach's s alpha values indicated in the above table ranged between 0.76 and 0.89, and it was reliable. Procedures of Data Collection A letter from the Department of Teacher Education and Curriculum Studies was sent to the Jimma City Administration Education Office and the study Area Education Officer, involving school directors in targeted preprimary schools. The researchers visited the pre-schools, explained the study's purpose, and instructed participants to complete questionnaires independently. Participants were informed about the study's objective and asked to fill out the questionnaires. A week was given for completion. The instruments were collected, packed, and analyzed. The researchers worked closely with the participants to ensure a comprehensive understanding of the study's objectives. Data Analysis Procedure The study utilized both qualitative and quantitative data analysis methods. Thematic analysis was used to analyze qualitative data, which was systematically organized and presented using research questions as themes. Descriptive statistics (average mean and standard deviations) were used to analyze data from questionnaires, while document analysis was used to analyze qualitative data with narrative descriptions. The Statistical Package for Social Science (SPSS) version 25 was used for data analysis. Results The results of the data collection from teachers are presented and analyzed in this chapter. The gender, age, qualifications, work experience, and types of training taken by the study participants were listed in the first section of the document. The analysis of the results based on the replies gathered from teacher respondents was provided in the second section. The data were presented in tables and analyzed using frequency and percentages for background information. On the other hand, questionnaires were presented using mean and standard deviations. Furthermore, the information gathered through documents was presented b qualitatively using narration. Generally, a teacher-rated questionnaire which involves four rating scales was administered after they have been given awareness to give attention to the problems preschool teachers face during play-based instructions. The respondents were requested to rate with numbers in such a way that the numbers stand for with (1 = Never, 2 = Sometimes, 3 = Often, and 4 = Always). For each category, the aggregate mean score was calculated and interpreted in terms of the obtained mean. The criteria used to categorize is based on the mean scores used by (Pimentel, 2010). Table 3 Respondents Background Information. Demographic Subcategories Sample Percentage Gender M 3 2.8 F 106 98.2 Age of respondents 18–23 years 24 21.8 24–27 years 27 24.5 28-33years 25 22.7 33and above years 34 30.9 Academic Certificate 39 35.1 Qualifications Diploma 47 42.3 Degree and above 25 22.5 Work experience Below 2 years 16 14.7 2-4years 24 22.0 5–7 years 25 22.9 8 years and above 44 40.4 Types of training Pre-service only 51 47.7 taken In --service only 30 28.0 Both 26 24.3 Out of the 109 participants, 106 were female and 3 were male, according to the data displayed in the table above. According to the Table's above results, there are more female preschool teachers than male teachers. Additionally, the Table shows that diploma holders made up the majority of participants. They had two to eight years or more of experience teaching pre-primary students. In terms of work experience, the majority of participants have eight years or more of experience. Analysis and presentation of teacher's questionnaire responses The study assessed the Problems Pre-school teachers Face during play-based instructions. On the following attributes, Specifically, Practice of Play Based Instructions, Characteristics of play Based Pedagogy and Challenges Hindering Implementation of Play-Based Instruction. From the 120 questionnaires distributed 113(94%) were filled and returned. The questionnaire designed for teachers has 32 items all are close-ended questions. Table 4 Practice of Play Based Instructions. No. Practice of Play Based Instructions N M SD 1. I take into account children's interest 113 2.66 1.24 2. I encourage children during play to choose 113 2.63 1.12 among a variety of materials 3. I employ the continuum of free play and 111 2.72 1.23 guided play 4. I provide opportunities for children to 111 2.63 1.27 choose learning activities freely 5. I employ child-centered pedagogy 113 2.85 1.14 6. I use developmentally appropriate play 113 2.65 1.18 materials for teaching in the classroom 7. I provide play materials for manipulation 113 2.34 1.12 8. I often choose to play themes based on the 113 2.41 1.08 interests of children 9. I plan time for children's cooperative 113 2.58 1.10 Learning 10. I facilitate children's play while learning 113 2.74 1.23 Aggregate Mean 2.61 Note. N = Number of respondents, M = Mean and SD = Standard deviation Practice of play-based instruction This question was answered with data from respondent's information on the practice of play-based instructions in preschools. The summary is given in Table 4 above. As it is possible to understand from Table 4 , the mean score for almost all the tenth items under the practice of play-based instructions the preschools were above two out of five. The means for all the dimensions and items ranged from 2.34 to 2.85. This indicates that the practice of play-based instructions in the preschools is not successful because the aggregate mean score is 2.61 and it is low Table 5 Characteristics of play Based Pedagogy. No Characteristics of play Based Pedagogy N M SD 1. Teachers' primary role as facilitators of 113 2.56 1.01 Learning 2. Learning happens best when children's work 113 2.70 1.10 cooperatively with their peers 3. Teaching through hands-on experience is best for 113 2.50 1.12 Children is learning. 4. Play-based instruction promotes holistic 113 2.46 1.09 development and learning outcomes 5. Free play and guided play should be balanced in 113 2.61 1.06 The classroom 6. Classroom environments have to be designed with a 113 2.47 1.11 Variety of learning material 7. learning happens best through individualized 113 2.52 1.07 Instruction 8. The best learning activities are guided by 112 2.35 1.04 Children's interest 9. Play-based instruction is developmentally 113 2.29 1.18 appropriate for children's learning Aggregated Mean 2.49 Characteristics of play-based pedagogy The reason for this research question was to investigate the characteristics of play- based pedagogy in the pre-schools. The views of the preschool teachers are presented in Table 5 . As it is presented in Table 5 , one can see that the aggregate mean score of the nine items was 2.49 this indicates that the characteristics of play- based pedagogy in the preschool was teacher directed. The lowest average mean is play-based instruction is developmentally appropriate for children's learning (M = 2.298, SD = 1.18). Table 6 Challenges Hindering Implementation of Play-Based Instruction. S/N Items Yes No F % F % 1. Lack of appropriate training on 58 51.3 55 48.7 play-based instruction 2. Difficulty in understanding the 61 54.0 52 46.0 meaning of play 3. Inadequate time and space allocated 46 40.7 67 59.3 for play 4. Lack of available indoor and outdoor 61 54.0 52 46.0 play materials 5. Difficulty in balancing between 57 50.4 56 49.6 teacher-directed and child-initiated Play 6. Lack of principals and family support 53 46.9 59 52.2 to use play as an instruction 7. High child-teacher ratio and small 58 51.3 55 48.7 class size 8. Pressure from principals and parents 36 31.9 77 68.1 to focus on bringing academic learning Outcomes Challenges hindering implementation of play-based instruction Descriptive statistics like frequency and percentage were used to determine the main challenges preschool teachers faced while implementing play-based instruction. Table 6 , Regarding the challenges hindering preschool teachers' implementation of play base instruction from the sampled preschools indicated that difficulty in understanding the meaning of the play and lack of available indoor and outdoor play materials, lack of appropriate training on play-based instruction and high child-teacher ratio and small class size of preschool these were the major challenges they encountered to implement play-based instruction, Other challenges such as Lack of principals and family support to use play as an instruction, inadequate time and space allocated for play, and Pressure from principals and parents to focus on bringing academic learning Outcomes were the least responded to challenges by the respondents. Moreover, the researcher also conducted a document analysis, that teachers indeed prepare weekly and daily lesson plans, and the plans are checked by principals at the end of the week and checklists were prepared in collaboration with the school and preschool teachers that are used as follow-up mechanism for implementation of the activities. All sampled preschools have a flexible school minute schedule (timetable). All sample preschools' classroom periods were arranged in a rigged way similar to that of the adult learning system. Lesson plans were prepared like that of the formal school system; play-based instruction was not promoted appropriately. The lesson plans were prepared in such a way that they emphasized academic issues like reading, numeracy, and literacy. Discussions This research was designed to explore the implementation status of play-based instruction and to delineate the specific barriers that preschool teachers encounter in this process. The findings reveal that play-based instruction is not being successfully implemented in the studied preschools. This outcome is consistent with [ 17 ], who argue that early childhood classrooms tend to prioritize academic standards over play-based methods, leading to a lack of clarity in play-based teaching practices [ 15 ]. Despite these challenges, it is evident that play remains crucial for children's cognitive, academic, social, and emotional development, providing opportunities for children to apply their newly acquired skills in various contexts. Regarding the characteristics of play-based pedagogy, the study found a predominantly teacher-directed approach, which contradicts the collaborative and child-centered approaches advocated by [ 22 ] and others. Research by [ 20 ] further supports the notion that play-based learning enhances social skills and self-regulation, with child-led play often proving to be more effective than teacher-directed instruction. The study also highlighted several challenges hindering the successful implementation of play-based instruction, including insufficient teacher training, a lack of resources, and external pressures to focus on academic outcomes. These findings align with those of [ 21 ] and [ 19 ], who identified similar obstacles in early childhood education settings. Addressing these challenges requires collaboration between schools and families, sufficient professional development opportunities for teachers, and proper resource allocation. In conclusion, although play-based instruction faces significant challenges, it remains an essential component of early childhood education, supporting the holistic development of children. By fostering creativity, motivation, and meaningful learning experiences, play-based instruction plays a key role in preparing young learners for future academic and social success. Conclusions The study identified significant challenges in implementing play-based instruction in preschools across Jimma City. Teachers faced obstacles such as limited understanding of the concept of play, insufficient indoor and outdoor play materials, inadequate training, high child-teacher ratios, and small class sizes. Most teachers lacked the necessary qualifications specific to early childhood education and demonstrated limited awareness of the importance of play in fostering learning. Furthermore, many preschools did not have access to preprimary education syllabi or structured time for play activities. Private preschools were primarily profit-driven, while government schools struggled with budget constraints, limiting their ability to provide essential play resources. The government's role in supporting training and resources for preprimary education was also found to be insufficient. To address these challenges, several measures are recommended. The provision of preschool textbooks and regular supervision is essential to standardize curriculum implementation. Collaborative training programs with universities and colleges can help enhance teachers' qualifications and commitment. Ensuring the availability of affordable and locally made instructional materials can mitigate resource shortages. Experience-sharing programs among preschools should be organized to improve teaching methodologies and resource utilization. Finally, further research is needed to evaluate the effectiveness of the preschool curriculum in supporting play-based instruction, using rigorous methodologies and robust tools. Recommendation A. For the Jimma City Education Office and Regional Education Bureaus (Policy Level) Develop and disseminate a clear, practical policy guideline that mandates play-based instruction as the primary pedagogical approach for all preschools. This guideline should explicitly define the roles of teachers and the minimum standards for instructional time, materials, and classroom environment Move beyond simple checklist supervision. Implement a supportive supervision system where city and woreda-level experts regularly coach and mentor preschool teachers on implementing play-based activities, rather than just inspecting lesson plans for academic content. Create and enforce a list of essential, low-cost, and locally-sourced indoor and outdoor play materials that every preschool must have. The City Administration can facilitate bulk procurement or provide guides for local production to reduce costs for schools. B. For Preschools (School Administration Level) Immediately redesign the school timetable to include dedicated, protected, and uninterrupted time blocks for both free play and guided play activities. Similarly, lesson plan templates should be revised to require teachers to detail their play-based learning objectives and activities, moving away from a primary focus on literacy and numeracy drills. Organize regular awareness workshops for parents and principals to educate them on the critical role of play in children's holistic development. This will help build crucial support for teachers and counteract the pressure to prioritize solely academic outcomes. Establish professional learning communities (PLCs) or experience-sharing forums within and between preschools. These platforms would allow teachers to share successful play-based strategies, co-create learning materials, and solve common implementation challenges collectively. C. For Teacher Training and Professional Development In collaboration with Jimma University's College of Education, design and roll out a mandatory, hands-on in-service training program for all practicing preschool teachers. This program should focus on the "how" of play-based instruction, including: The Regional Education Bureau and teacher training colleges should review and strengthen the early childhood education curriculum for pre-service teachers, ensuring it provides a solid theoretical and practical foundation in play-based pedagogy before they enter the classroom. D. For Future Research Future research should investigate the cause-and-effect relationship between the recommended interventions (e.g., teacher training, resource provision) and the improvement of play-based practices using experimental or quasi-experimental designs. A study to develop and validate a context-specific assessment tool for evaluating the quality of play-based instruction in Ethiopian preschools would be highly valuable. Abbreviations ECE Early Childhood Education EFA Education for all ESDP Education Sector Development Program EPPE Early preprimary education KG Kindergarten MoE Ministry of Education NAEYC National Association for the Education of Young Children NGO Non-Governmental Organization UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations International Children's Emergency Fund Declarations Ethics Approval Statement Ethical approval for this study was waived by the Institutional Review Board (or Ethics Committee) of Jimma University because the research involved minimal risk to participants, utilizing anonymous surveys with adult professionals in a workplace setting. All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Permission to conduct the study was obtained from the Jimma University College of Education and the Jimma City Administration Education Office. Consent Statement Informed consent was obtained from all participants prior to data collection. Due to the low-risk nature of the survey and to ensure participant anonymity, verbal informed consent was obtained. Participants were briefed on the study’s purpose and their right to decline participation without penalty. Consent to Publish Statement Not applicable Data Availability Statement The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request. Funding Declaration This research received no specific grant from any funding agency in the public, commercial, or not for profit sectors. Competing Interests : The authors declare that there is no financial and non-financial conflict of interests. 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Importance of play: Play-based instruction within a preschool learning environment [Master's thesis]. Dordt University; 2016. Available from: https://digitalcollections.dordt.edu/med_theses/103 UNESCO. United Nations Educational, Scientific and Cultural Organization . Paris; 2010. Whitebread D, O'Sullivan L. Preschool children's social pretend play: Supporting the develop ment of meta-communication, metacognition and self-regulation. Int J Play. 2012;1(2):197–213. https://doi.org/10.1080/21594937.2012.693658 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 13 May, 2026 Reviewers agreed at journal 10 May, 2026 Reviewers invited by journal 01 Apr, 2026 Editor assigned by journal 11 Mar, 2026 Submission checks completed at journal 09 Mar, 2026 First submitted to journal 09 Mar, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8943526","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":615970641,"identity":"dcc7625f-81ad-4b10-bb3a-cb966d462729","order_by":0,"name":"Assefa Kibret","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABBUlEQVRIiWNgGAWjYLCCCgYGAzYJCCsBREkQ1HIGpuXAGYQW/NpAWsBKDrYRoYW///jDBwdqGIz5pHsfPv44zybP4ADzwds8DDZ1uLRI3MgxNjhwjMGMTea4scHBbWnFBgfYkq15GNJwO+wGD5v0BzYGGzaJNDaJg9sOJ244wGMmzcNwGKcW+fPHn/848A+shf3HwTkgLfzfgFr+49RicCDBDORrM5AtDAcbwLawAbUcwKnFEOgXiYN9EsZsMseYJc4cSyuWPMxmbDnHIFmyAYcWufPHH3448M3GcP7sNsYPFTU2eXzHmx/eeFNhx4/T+xCA7ApmsIMJaBgFo2AUjIJRgBcAAIVrVGw/shooAAAAAElFTkSuQmCC","orcid":"","institution":"Oda Bultum university","correspondingAuthor":true,"prefix":"","firstName":"Assefa","middleName":"","lastName":"Kibret","suffix":""},{"id":615970645,"identity":"7b03ca38-50d6-4ed6-935c-7766245e7997","order_by":1,"name":"Ahimed Endris","email":"","orcid":"","institution":"Jimma University","correspondingAuthor":false,"prefix":"","firstName":"Ahimed","middleName":"","lastName":"Endris","suffix":""},{"id":615970646,"identity":"24ff8dcc-827b-4102-9153-e81b3cc32a9e","order_by":2,"name":"Getachew Fissiha","email":"","orcid":"","institution":"Woldia University","correspondingAuthor":false,"prefix":"","firstName":"Getachew","middleName":"","lastName":"Fissiha","suffix":""},{"id":615970647,"identity":"2ac83412-a906-46dc-89c9-c2e73aab8c5c","order_by":3,"name":"Yeshiber Mulatie","email":"","orcid":"","institution":"Oda Bultum University","correspondingAuthor":false,"prefix":"","firstName":"Yeshiber","middleName":"","lastName":"Mulatie","suffix":""}],"badges":[],"createdAt":"2026-02-23 06:23:31","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8943526/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8943526/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":106402888,"identity":"4c97b7fd-56ef-4f08-9be4-2e5553a16ff7","added_by":"auto","created_at":"2026-04-08 09:13:08","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1212274,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8943526/v1/81420fba-954d-4b29-9333-99d712b8b28b.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Preschool Teachers Practice and Challenges with the Implementation of Play Based Instruction in Jimma City Ethiopia","fulltext":[{"header":"Introduction","content":"\u003cp\u003ePreprimary education is a crucial issue in developing nations because it supports children's survival, growth, development, and learning from the time of their birth until the start of primary school and serves as one of the potential inputs to the general improvement of high-quality education [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. The initial stage of a child's education is preschool, and early childhood education has prioritized play as a means of learning for children. The aspects of playing and learning in children can be understood as an integrated whole that stimulates one another. Play is a child's natural tendency, thus utilizing play-based learning strategies is an excellent strategy to shape and advance children's general learning and development [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. The importance of play is highlighted in the most recent documents of professional associations like the National Association for the Education of Young Children (NAEYC), International Play Association (IPA), Association for Childhood Education International (ACEI), and the Office of Early Childhood Education.\u003c/p\u003e \u003cp\u003eEarly childhood is a critical time marked by rapid changes in physical, cognitive, linguistic, social, and emotional development. According to UNESCO [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], it is a window of opportunity for a person's lifetime growth European thinkers and educators like Comenius, Rousseau, and Pestalozzi can be credited for establishing the history of play-based learning, but it was not until the nineteenth century that genuine child play was properly documented. The origins of play-based learning can be traced to European philosophers and educators in the seventeenth and eighteenth centuries, including Comenius, Rousseau, and Pestalozzi.\u003c/p\u003e \u003cp\u003eHowever, it was Friedrich Froebel (1782\u0026ndash;1852), a well-known pioneer in the field of early childhood development, who first fully described actual child play. Through Gifts and Occupations [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], he pioneered play-based education. There are various teaching methods used in early childhood education, just like at other educational levels. Play-based learning, which is primarily child-focused and targeted toward preschool and has a focus on play, is one method that becomes more child-centered.\u003c/p\u003e \u003cp\u003eAdditionally, studies have revealed that different researchers have diverse interpretations of what the play means for teachers. It might be difficult for preschool teachers to incorporate play in their classrooms because of many definitions and viewpoints of play and learning. As a result, it is challenging to implement and promote a play-based strategy in early childhood classrooms due to the lack of a universal definition of play [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Since 2010, the Ethiopian National Policy Framework for ECCE has recognized the value of play as a method of instruction. This program supports the child's overall development and is led by a child-centered philosophy. It offers resources for both indoor and outdoor play that are inclusive, developmentally appropriate, and culturally relevant. Preschool teachers should be the first responsible body for carrying out the preschool program, according to its curriculum design, which should be play-based.\u003c/p\u003e \u003cp\u003eThe inspiration for this study arose from dealing with linking theories of play and practice in early childhood education. It is also the aspiration of the researcher for a greater understanding of appropriate instruction in preschool classrooms to recognize problems preschool teachers face regarding play-based instruction. Therefore, this study is designed to investigate problems preschool teachers face regarding play-based instruction at some selected government and private preschools of the Jimma City administration.\u003c/p\u003e\n\u003ch3\u003ePlay Based Instruction\u003c/h3\u003e\n\u003cp\u003eIn Ethiopia, the field of Early Childhood Care and Education (ECCE) is relatively new and has historically received limited attention [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. This has resulted in a significant gap between the established national Policy, which champions play-based, child-centered learning, and the Actual practices within preschool classrooms. While the pedagogical Value of play is recognized in policy, its implementation is Inconsistent and fraught with difficulties. Teachers are often expected to facilitate play-based learning without a deep understanding of its\u003c/p\u003e \u003cp\u003ePrinciples, adequate practical training, or sufficient resources, which can lead to disconnect between their theoretical knowledge and daily Classroom practice [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. This is further complicated by the fact that Educators\u0026rsquo; personal beliefs and interpretations of what constitutes \u0026ldquo;play\u0026rdquo; can vary widely, making a unified approach to this pedagogy Challenging to establish [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis implementation gap is not unique to Ethiopia. International Research has documented similar challenges. For instance, a study in Singapore found that while early childhood educators acknowledged the Importance of play, they held diverse definitions of it and encountered significant obstacles in using it as an effective curricular tool [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. Research from Croatia revealed that preschool teachers often possess Contradictory attitudes towards play-based instruction, which directly affects their educational practices. More recently, a study in the USA indicated that even among kindergarten teachers and elementary Administrators, beliefs and attitudes about play-based instruction are Mixed and inconsistent [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. These findings suggest a global Inconsistency in how play is conceptualized and applied in early learning environments.\u003c/p\u003e \u003cp\u003eMuch of the existing research, however, has been qualitative in nature, focusing on beliefs and attitudes, and has often been conducted in Western educational contexts. There is a noticeable scarcity of mixed-methods Studies, particularly in the Ethiopian context, that empirically Investigate the specific interplay between teachers\u0026rsquo; reported practices, the characteristics of their pedagogy, and the systemic challenges they face. Furthermore, previous studies have not adequately explored the Predictive nature of these factors on the successful execution of Play-based learning in diverse preschool settings, such as those found\u003c/p\u003e \u003cp\u003eIn Jimma City.\u003c/p\u003e \u003cp\u003eTherefore, this study is designed to address this empirical and Methodological gap. By employing a mixed-methods approach in both Government and private preschools in Jimma City Administration, this Research aims to provide a comprehensive investigation into the specific Problems preschool teachers face regarding play-based instruction. The Findings will contribute valuable insights to the existing body of Knowledge and inform targeted interventions to improve the quality of early childhood education in Ethiopia\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Question\u003c/h2\u003e \u003cp\u003eThe study was conducted within the framework of the following research questions.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow do preschool teachers perform their roles in implementing play-based instruction at some selected government and private preschools of the Jimma City Administration?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the challenges hindering preschool teachers' implementation of play-based instruction at some selected government and private preschools of Jimma City Administration?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eObjectives of the Study\u003c/h3\u003e\n\u003cp\u003e \u003cstrong\u003eGeneral Objective\u003c/strong\u003e \u003cp\u003eThe general objective of this study was to investigate problems preschool teachers face regarding play-based instruction at some selected government and private preschools of Jimma city administration.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSpecific Objectives\u003c/b\u003e: The specific objectives of this study are also stated as follows:-\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo assess preschool teachers' role in the implementation of play\u0026ndash;based instruction at some selected government and private preschools of the Jimma City Administration.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo identify the challenges preschool teachers face in implementing play-based instruction at some selected government and private preschools of the Jimma City administration.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e"},{"header":"Methodology","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eResearch Design\u003c/h2\u003e \u003cp\u003eThis study adopted a mixed-methods approach, following a sequential explanatory design. This framework involved collecting and analyzing quantitative data first, followed by qualitative data, to provide a deeper explanation of the initial results. The primary rationale for this choice was to offset the limitations inherent in using either quantitative or qualitative methods alone, thereby achieving a more robust and nuanced understanding of the research problem. This approach aligns with the view that mixed methods are valuable for triangulation and comprehensive problem investigation, offering researchers methodological flexibility [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eParticipants\u003c/h3\u003e\n\u003cp\u003eThis study focuses on preprimary schools in Jimma city administration, utilizing both primary and secondary sources. Primary sources include kindergarten teachers at city administration. Secondary sources include reports, plans, and documents from public and private preschool teachers. The study considers teachers as actors and facilitators of the teaching-learning process, as they provide necessary data. The participants comprise 325 preschool teachers in 78 preschools.\u003c/p\u003e \u003cp\u003e \u003cb\u003eSample Size and Sampling Procedures\u003c/b\u003e The study analyzed 78 kindergartens in the Jimma City administration, with 325 teachers. Because of financial and time constraints, the study did not consider all the kindergartens as targets for data collection. The researcher used a sample to undertake the research. To ensure a manageable sample size, [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e] and [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e] recommended a 10%-30% target population. 18 preschools (14 private and 4 governments) were selected as a final sample using random sampling technique. After selecting these schools, 120 preschool teachers were selected for the questionnaire using available sampling techniques.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSample Size Determinations by Pre-school.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eName\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNumber of teachers\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePopulation | Sample\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBukaya kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 | 8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJimma university community kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20 | 20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eKito primary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 | 1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSegenet academy kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHawi Gudina\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 | 2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAbahasen kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYadel Kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHibre primary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2 | 2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJiren kalehiwote selam kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8 | 8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePope johnpaulI kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e11.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDarul arqem kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e12.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEnate academy kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15 | 15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e13.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBetel academy kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 | 5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e14.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAbaboka kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 | 5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e15.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelam kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5 | 5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e16.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJimma amanuelbirhan and hiwot\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e17.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStar light kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4 | 4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e18.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBeteseb academy kindergarten\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e21 | 21\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e120\u003c/b\u003e | \u003cb\u003e120\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eData Collection Instruments\u003c/h2\u003e \u003cp\u003eTo get the relevant information, the researcher utilized both primary and secondary data sources. The primary data sources, the researcher used a questionnaire for preschool teachers, whereas a document analysis was used as a secondary data source. Thus, data collection instruments were prepared based on, the objectives of the study and concepts of related literature reviews.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eA) Questionnaire\u003c/h3\u003e\n\u003cp\u003eThe study used a questionnaire which is prepared based on the research questions of the study and a review of related literature to gather data on preschool teachers' opinions and attitudes about play-based instruction. The questionnaire, designed to collect non-observed information, was divided into four sections: demographics, play-based instruction practice, characteristics of play-based pedagogy, and major challenges hindering play-based practice. The questionnaire consisted of 25 closed-ended questions and a 4-point Likert scale, with (1\u0026thinsp;=\u0026thinsp;Never, 2\u0026thinsp;=\u0026thinsp;Sometimes, 3\u0026thinsp;=\u0026thinsp;Often, and 4\u0026thinsp;=\u0026thinsp;Always).\u003c/p\u003e\n\u003ch3\u003eB) Document analysis\u003c/h3\u003e\n\u003cp\u003eDocument analysis was conducted to gather data on pre-primary education, specifically on play-based learning in preschools. During data collection time, significant documents such as checklists, lesson plans, school minutes, and time allotted for play were reviewed to understand the challenges faced by teachers during play-based instruction.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eValidity and Reliability of the Research Instruments\u003c/h2\u003e \u003cp\u003e\"To ensure the validity of the data collection tools, the development process began with an extensive literature review. Furthermore, consultations were held with academic peers to evaluate the extent to which the questionnaire items accurately reflected the core concepts being investigated. The internal consistency reliability of the instrument was subsequently assessed using Cronbach's alpha.\"\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReliability Coefficient of Questionnaires.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumbers of items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCronbachs alpha\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePractice of Play-Based\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.89\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eInstruction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCharacteristics of\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.80\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003ePlay based pedagogy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChallenges\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.76\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e27\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.81\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe resulting Cronbach's s alpha values indicated in the above table ranged between 0.76 and 0.89, and it was reliable.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eProcedures of Data Collection\u003c/h2\u003e \u003cp\u003eA letter from the Department of Teacher Education and Curriculum Studies was sent to the Jimma City Administration Education Office and the study Area Education Officer, involving school directors in targeted preprimary schools. The researchers visited the pre-schools, explained the study's purpose, and instructed participants to complete questionnaires independently. Participants were informed about the study's objective and asked to fill out the questionnaires. A week was given for completion. The instruments were collected, packed, and analyzed. The researchers worked closely with the participants to ensure a comprehensive understanding of the study's objectives.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis Procedure\u003c/h2\u003e \u003cp\u003eThe study utilized both qualitative and quantitative data analysis methods. Thematic analysis was used to analyze qualitative data, which was systematically organized and presented using research questions as themes. Descriptive statistics (average mean and standard deviations) were used to analyze data from questionnaires, while document analysis was used to analyze qualitative data with narrative descriptions. The Statistical Package for Social Science (SPSS) version 25 was used for data analysis.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe results of the data collection from teachers are presented and analyzed in this chapter. The gender, age, qualifications, work experience, and types of training taken by the study participants were listed in the first section of the document. The analysis of the results based on the replies gathered from teacher respondents was provided in the second section. The data were presented in tables and analyzed using frequency and percentages for background information. On the other hand, questionnaires were presented using mean and standard deviations. Furthermore, the information gathered through documents was presented b qualitatively using narration.\u003c/p\u003e \u003cp\u003eGenerally, a teacher-rated questionnaire which involves four rating scales was administered after they have been given awareness to give attention to the problems preschool teachers face during play-based instructions. The respondents were requested to rate with numbers in such a way that the numbers stand for with (1\u0026thinsp;=\u0026thinsp;Never, 2\u0026thinsp;=\u0026thinsp;Sometimes, 3\u0026thinsp;=\u0026thinsp;Often, and 4\u0026thinsp;=\u0026thinsp;Always). For each category, the aggregate mean score was calculated and interpreted in terms of the obtained mean. The criteria used to categorize is based on the mean scores used by (Pimentel, 2010).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRespondents Background Information.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemographic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSubcategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSample\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e106\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e98.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge of respondents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u0026ndash;23 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e24\u0026ndash;27 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28-33years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e33and above years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCertificate\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eQualifications\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDegree and above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWork experience\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBelow 2 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2-4years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u0026ndash;7 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8 years and above\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTypes of training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-service only\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003etaken\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIn --service only\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBoth\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOut of the 109 participants, 106 were female and 3 were male, according to the data displayed in the table above. According to the Table's above results, there are more female preschool teachers than male teachers. Additionally, the Table shows that diploma holders made up the majority of participants. They had two to eight years or more of experience teaching pre-primary students. In terms of work experience, the majority of participants have eight years or more of experience.\u003c/p\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eAnalysis and presentation of teacher's questionnaire responses\u003c/h2\u003e \u003cp\u003eThe study assessed the Problems Pre-school teachers Face during play-based instructions. On the following attributes, Specifically, Practice of Play Based Instructions, Characteristics of play Based Pedagogy and Challenges Hindering Implementation of Play-Based Instruction. From the 120 questionnaires distributed 113(94%) were filled and returned. The questionnaire designed for teachers has 32 items all are close-ended questions.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePractice of Play Based Instructions.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePractice of Play Based Instructions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI take into account children's interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.66\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.24\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI encourage children during play to choose\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eamong a variety of materials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI employ the continuum of free play and\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.23\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eguided play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI provide opportunities for children to\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e111\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.27\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003echoose learning activities freely\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI employ child-centered pedagogy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI use developmentally appropriate play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.18\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ematerials for teaching in the classroom\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI provide play materials for manipulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI often choose to play themes based on the\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003einterests of children\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI plan time for children's cooperative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e10.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI facilitate children's play while learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.23\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eAggregate Mean\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e2.61\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003eNote. N\u0026thinsp;=\u0026thinsp;Number of respondents, M\u0026thinsp;=\u0026thinsp;Mean and SD\u0026thinsp;=\u0026thinsp;Standard deviation\u003c/h2\u003e \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e \u003ch2\u003ePractice of play-based instruction\u003c/h2\u003e \u003cp\u003eThis question was answered with data from respondent's information on the practice of play-based instructions in preschools. The summary is given in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e above. As it is possible to understand from Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, the mean score for almost all the tenth items under the practice of play-based instructions the preschools were above two out of five. The means for all the dimensions and items ranged from 2.34 to 2.85. This indicates that the practice of play-based instructions in the preschools is not successful because the aggregate mean score is 2.61 and it is low\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCharacteristics of play Based Pedagogy.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCharacteristics of play Based Pedagogy\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeachers' primary role as facilitators of\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.01\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eLearning\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearning happens best when children's work\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ecooperatively with their peers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeaching through hands-on experience is best for\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eChildren is learning.\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePlay-based instruction promotes holistic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.09\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003edevelopment and learning outcomes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFree play and guided play should be balanced in\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eThe classroom\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eClassroom environments have to be designed with a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.11\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eVariety of learning material\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elearning happens best through individualized\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.07\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eInstruction\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe best learning activities are guided by\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e112\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.04\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eChildren's interest\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e9.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePlay-based instruction is developmentally\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.18\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eappropriate for children's learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eAggregated Mean\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e2.49\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eCharacteristics of play-based pedagogy\u003c/h2\u003e \u003cp\u003eThe reason for this research question was to investigate the characteristics of play- based pedagogy in the pre-schools. The views of the preschool teachers are presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. As it is presented in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, one can see that the aggregate mean score of the nine items was 2.49 this indicates that the characteristics of play- based pedagogy in the preschool was teacher directed. The lowest average mean is play-based instruction is developmentally appropriate for children's learning (M\u0026thinsp;=\u0026thinsp;2.298, SD\u0026thinsp;=\u0026thinsp;1.18).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eChallenges Hindering Implementation of Play-Based Instruction.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eS/N\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e1.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of appropriate training on\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e51.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e48.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eplay-based instruction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e2.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty in understanding the\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e54.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e46.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003emeaning of play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e3.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInadequate time and space allocated\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e40.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e59.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003efor play\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e4.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of available indoor and outdoor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e54.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e46.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eplay materials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e5.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty in balancing between\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e50.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e49.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eteacher-directed and child-initiated\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePlay\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e6.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of principals and family support\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e46.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e52.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eto use play as an instruction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e7.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHigh child-teacher ratio and small\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e51.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e48.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eclass size\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e8.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePressure from principals and parents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e68.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eto focus on bringing academic learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOutcomes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003eChallenges hindering implementation of play-based instruction\u003c/h2\u003e \u003cp\u003eDescriptive statistics like frequency and percentage were used to determine the main challenges preschool teachers faced while implementing play-based instruction.\u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, Regarding the challenges hindering preschool teachers' implementation of play base instruction from the sampled preschools indicated that difficulty in understanding the meaning of the play and lack of available indoor and outdoor play materials, lack of appropriate training on play-based instruction and high child-teacher ratio and small class size of preschool these were the major challenges they encountered to implement play-based instruction, Other challenges such as Lack of principals and family support to use play as an instruction, inadequate time and space allocated for play, and Pressure from principals and parents to focus on bringing academic learning Outcomes were the least responded to challenges by the respondents.\u003c/p\u003e \u003cp\u003eMoreover, the researcher also conducted a document analysis, that teachers indeed prepare weekly and daily lesson plans, and the plans are checked by principals at the end of the week and checklists were prepared in collaboration with the school and preschool teachers that are used as follow-up mechanism for implementation of the activities. All sampled preschools have a flexible school minute schedule (timetable). All sample preschools' classroom periods were arranged in a rigged way similar to that of the adult learning system. Lesson plans were prepared like that of the formal school system; play-based instruction was not promoted appropriately. The lesson plans were prepared in such a way that they emphasized academic issues like reading, numeracy, and literacy.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussions","content":"\u003cp\u003eThis research was designed to explore the implementation status of play-based instruction and to delineate the specific barriers that preschool teachers encounter in this process. The findings reveal that play-based instruction is not being successfully implemented in the studied preschools. This outcome is consistent with [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], who argue that early childhood classrooms tend to prioritize academic standards over play-based methods, leading to a lack of clarity in play-based teaching practices [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eDespite these challenges, it is evident that play remains crucial for children's cognitive, academic, social, and emotional development, providing opportunities for children to apply their newly acquired skills in various contexts.\u003c/p\u003e \u003cp\u003eRegarding the characteristics of play-based pedagogy, the study found a predominantly teacher-directed approach, which contradicts the collaborative and child-centered approaches advocated by [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] and others. Research by [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] further supports the notion that play-based learning enhances social skills and self-regulation, with child-led play often proving to be more effective than teacher-directed instruction.\u003c/p\u003e \u003cp\u003eThe study also highlighted several challenges hindering the successful implementation of play-based instruction, including insufficient teacher training, a lack of resources, and external pressures to focus on academic outcomes. These findings align with those of [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] and [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], who identified similar obstacles in early childhood education settings. Addressing these challenges requires collaboration between schools and families, sufficient professional development opportunities for teachers, and proper resource allocation.\u003c/p\u003e \u003cp\u003eIn conclusion, although play-based instruction faces significant challenges, it remains an essential component of early childhood education, supporting the holistic development of children. By fostering creativity, motivation, and meaningful learning experiences, play-based instruction plays a key role in preparing young learners for future academic and social success.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThe study identified significant challenges in implementing play-based instruction in preschools across Jimma City. Teachers faced obstacles such as limited understanding of the concept of play, insufficient indoor and outdoor play materials, inadequate training, high child-teacher ratios, and small class sizes. Most teachers lacked the necessary qualifications specific to early childhood education and demonstrated limited awareness of the importance of play in fostering learning. Furthermore, many preschools did not have access to preprimary education syllabi or structured time for play activities. Private preschools were primarily profit-driven, while government schools struggled with budget constraints, limiting their ability to provide essential play resources. The government's role in supporting training and resources for preprimary education was also found to be insufficient.\u003c/p\u003e \u003cp\u003eTo address these challenges, several measures are recommended. The provision of preschool textbooks and regular supervision is essential to standardize curriculum implementation. Collaborative training programs with universities and colleges can help enhance teachers' qualifications and commitment. Ensuring the availability of affordable and locally made instructional materials can mitigate resource shortages. Experience-sharing programs among preschools should be organized to improve teaching methodologies and resource utilization. Finally, further research is needed to evaluate the effectiveness of the preschool curriculum in supporting play-based instruction, using rigorous methodologies and robust tools.\u003c/p\u003e \u003cp\u003e \u003cb\u003eRecommendation\u003c/b\u003e \u003c/p\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eA. For the Jimma City Education Office and Regional Education Bureaus (Policy Level)\u003c/h2\u003e \u003cp\u003e Develop and disseminate a clear, practical policy guideline that mandates play-based instruction as the primary pedagogical approach for all preschools. This guideline should explicitly define the roles of teachers and the minimum standards for instructional time, materials, and classroom environment\u003c/p\u003e \u003cp\u003eMove beyond simple checklist supervision. Implement a supportive supervision system where city and woreda-level experts regularly coach and mentor preschool teachers on implementing play-based activities, rather than just inspecting lesson plans for academic content.\u003c/p\u003e \u003cp\u003eCreate and enforce a list of essential, low-cost, and locally-sourced indoor and outdoor play materials that every preschool must have. The City Administration can facilitate bulk procurement or provide guides for local production to reduce costs for schools.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eB. For Preschools (School Administration Level)\u003c/h2\u003e \u003cp\u003eImmediately redesign the school timetable to include dedicated, protected, and uninterrupted time blocks for both free play and guided play activities. Similarly, lesson plan templates should be revised to require teachers to detail their play-based learning objectives and activities, moving away from a primary focus on literacy and numeracy drills.\u003c/p\u003e \u003cp\u003eOrganize regular awareness workshops for parents and principals to educate them on the critical role of play in children's holistic development. This will help build crucial support for teachers and counteract the pressure to prioritize solely academic outcomes.\u003c/p\u003e \u003cp\u003eEstablish professional learning communities (PLCs) or experience-sharing forums within and between preschools. These platforms would allow teachers to share successful play-based strategies, co-create learning materials, and solve common implementation challenges collectively.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003eC. For Teacher Training and Professional Development\u003c/h2\u003e \u003cp\u003eIn collaboration with Jimma University's College of Education, design and roll out a mandatory, hands-on in-service training program for all practicing preschool teachers. This program should focus on the \"how\" of play-based instruction, including:\u003c/p\u003e \u003cp\u003eThe Regional Education Bureau and teacher training colleges should review and strengthen the early childhood education curriculum for pre-service teachers, ensuring it provides a solid theoretical and practical foundation in play-based pedagogy before they enter the classroom.\u003c/p\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003eD. For Future Research\u003c/h2\u003e \u003cp\u003eFuture research should investigate the cause-and-effect relationship between the recommended interventions (e.g., teacher training, resource provision) and the improvement of play-based practices using experimental or quasi-experimental designs.\u003c/p\u003e \u003cp\u003eA study to develop and validate a context-specific assessment tool for evaluating the quality of play-based instruction in Ethiopian preschools would be highly valuable.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eECE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eEarly Childhood Education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eEFA\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eEducation for all\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eESDP\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eEducation Sector Development Program\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eEPPE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eEarly preprimary education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eKG\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eKindergarten\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eMoE\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eMinistry of Education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eNAEYC\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eNational Association for the Education of Young Children\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eNGO\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eNon-Governmental Organization\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eUNESCO\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eUnited Nations Educational, Scientific and Cultural Organization\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eUNICEF\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eUnited Nations International Children's Emergency Fund\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eStatement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was waived by the Institutional Review Board (or Ethics Committee) of Jimma University because the research involved minimal risk to participants, utilizing anonymous surveys with adult professionals in a workplace setting. All procedures performed in this study involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Permission to conduct the study was obtained from the Jimma University College of Education and the Jimma City Administration Education Office.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all participants prior to data collection. Due to the low-risk nature of the survey and to ensure participant anonymity, verbal informed consent was obtained. Participants were briefed on the study’s purpose and their right to decline participation without penalty.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish Statement \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not for profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e:\u003c/p\u003e\n\u003cp\u003eThe authors declare that there is no financial and non-financial conflict of interests.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author wishes to thank the students, Teachers, principals, and supervisors who participated in the survey.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBaker F. 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Preschool teachers' attitudes towards play. \u003cem\u003eCroatian Journal of Education\u003c/em\u003e. 2014, 16(Sp.Ed.No.1), 113\u0026ndash;125. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.15516/cje.v16i0.742\u003c/span\u003e\u003cspan address=\"10.15516/cje.v16i0.742\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSjoerdsma S. \u003cem\u003eImportance of play: Play-based instruction within a preschool learning environment\u003c/em\u003e [Master's thesis]. Dordt University; 2016. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://digitalcollections.dordt.edu/med_theses/103\u003c/span\u003e\u003cspan address=\"https://digitalcollections.dordt.edu/med_theses/103\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUNESCO. \u003cem\u003eUnited Nations Educational, Scientific and Cultural Organization\u003c/em\u003e. Paris; 2010.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWhitebread D, O'Sullivan L. Preschool children's social pretend play: Supporting the develop ment of meta-communication, metacognition and self-regulation. Int J Play. 2012;1(2):197\u0026ndash;213. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1080/21594937.2012.693658\u003c/span\u003e\u003cspan address=\"10.1080/21594937.2012.693658\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Pre-school, Play-base Instruction, Collaboration","lastPublishedDoi":"10.21203/rs.3.rs-8943526/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8943526/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigated the problems preschool teachers face regarding play-based instruction in selected government and private preschools of Jimma City Administration, Ethiopia. Employing a mixed-methods sequential explanatory design, the research collected data from 120 teachers in 18 randomly selected preschools using questionnaires and document analysis. The quantitative data were analyzed using descriptive statistics (mean, standard deviation) in SPSS version 25, while qualitative data from documents were analyzed narratively. The findings revealed a significant deficiency in the successful implementation of play-based instruction. Teachers' practices were found to be moderately low (aggregate mean\u0026thinsp;=\u0026thinsp;2.61), and the pedagogical approach was predominantly teacher-directed rather than child-centered. Key challenges identified included a lack of appropriate training on play-based methods (51.3%), difficulty in understanding the concept of play (54.0%), and a critical shortage of indoor and outdoor play materials (54.0%). Additional barriers were high child-teacher ratios (51.3%) and inadequate time and space allocated for play activities. Document analysis further confirmed that lesson plans and school schedules were rigid and academically focused, failing to promote play-based learning appropriately. The study concludes that insufficient teacher training, a lack of resources, and structural constraints significantly hinder the effective use of play-based instruction. It is recommended that the city administration, in collaboration with stakeholders such as Jimma University, provide coordinated and practical in-service training for teachers, establish minimum standards for play materials, and integrate protected time for play into the official school timetable to enhance the quality of early childhood education.\u003c/p\u003e","manuscriptTitle":"Preschool Teachers Practice and Challenges with the Implementation of Play Based Instruction in Jimma City Ethiopia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-06 16:40:19","doi":"10.21203/rs.3.rs-8943526/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"166965742723400247268486977111127059935","date":"2026-05-13T05:37:23+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"144515991541643586785368536610635668428","date":"2026-05-10T06:46:03+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-01T11:37:02+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-11T04:42:13+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-03-09T08:25:17+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2026-03-09T07:49:14+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"4670cd2e-46e3-4ce2-b054-73626fadbd9d","owner":[],"postedDate":"April 6th, 2026","published":true,"recentEditorialEvents":[{"type":"reviewerAgreed","content":"166965742723400247268486977111127059935","date":"2026-05-13T05:37:23+00:00","index":73,"fulltext":""},{"type":"reviewerAgreed","content":"144515991541643586785368536610635668428","date":"2026-05-10T06:46:03+00:00","index":72,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-06T16:40:19+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-06 16:40:19","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8943526","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8943526","identity":"rs-8943526","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}