Play based learning approach from the perspective of teachers at foundational stage

Abstract

Foundational stage is the very foundation of growth and development. This stage includes children of age 3-8 years of age. Play is considered to be developmentally appropriate for this age group of children. The perspective of teachers at foundational stage is very important. So, this paper intends to find the perspective of teachers about play based learning at the foundational stage. providing sufficient classroom space and play -based materials to school, increasing wages for teachers, removing some non-academic responsibilities from the teachers. This study used a descriptive survey in conjunction with a qualitative research methodology. 110 Foundational level teachers in the sadar block of Gautam Buddha Nagar, Uttar Pradesh, were selected for the study using basic random sampling procedures and a purposeful approach. Data from the teachers was gathered via a questionnaire. The data analysis was done using descriptive analysis. The study's conclusions showed that most kindergarten instructors are aware of and comprehend the idea of a play-based learning approach to instruction. Play-based learning at foundational stage classes was hindered by a number of problems, including a lack of educational resources, huge class sizes, non-academic tasks, low pay, and the need to prepare children for school. According to the study, appropriate and prompt teacher training in play-based learning will improve the conditions for play-based learning to be implemented correctly in practice.