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<p>This case study examines government preschool teachers’ perceptions and practices of play-based pedagogy (PBP) in Hawassa City, Ethiopia, within Ethiopia’s ECCE policy promoting child-centered, developmentally appropriate learning. Despite policy endorsements, classroom practices frequently prioritize traditional, teacher-centered approaches. Grounded in Vygotsky’s Sociocultural Theory, Piaget’s Cognitive-Developmental Theory, and Bronfenbrenner’s Ecological Systems Theory, the study explores the alignment between teachers’ perceptions and practices. Data from classroom observations, semi-structured interviews with 12 teachers across four preschools, and document analysis reveal a policy-practice gap. Teachers value play but face barriers including large class sizes, limited resources, insufficient training, and parental pressure for academic outcomes. The study recommends targeted interventions, such as refined policy guidelines, ongoing professional development, and improved resource allocation, to enhance play-based pedagogy integration in Ethiopia’s early childhood education system.</p>

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Teachers’ perceptions and practices of play-based pedagogy in Ethiopia preschools

  • 期刊论文

  • 发表日期：

    2025年9月3日

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  • Tewodros Bekele,
  • Yigzaw Haile

摘要

This case study examines government preschool teachers’ perceptions and practices of play-based pedagogy (PBP) in Hawassa City, Ethiopia, within Ethiopia’s ECCE policy promoting child-centered, developmentally appropriate learning. Despite policy endorsements, classroom practices frequently prioritize traditional, teacher-centered approaches. Grounded in Vygotsky’s Sociocultural Theory, Piaget’s Cognitive-Developmental Theory, and Bronfenbrenner’s Ecological Systems Theory, the study explores the alignment between teachers’ perceptions and practices. Data from classroom observations, semi-structured interviews with 12 teachers across four preschools, and document analysis reveal a policy-practice gap. Teachers value play but face barriers including large class sizes, limited resources, insufficient training, and parental pressure for academic outcomes. The study recommends targeted interventions, such as refined policy guidelines, ongoing professional development, and improved resource allocation, to enhance play-based pedagogy integration in Ethiopia’s early childhood education system.