The Impact of Play-Based Learning Pedagogy on Learners

In 2004, play is also known as child-directed since the the Early Childhood Care and Development The Impact of Play-Based Learning Pedagogy on Learners 1 (ECCD) Policy was formulated and in 2008, of schools in the intervention group had only two years of pre-primary education, i.e. [...] It is Sector Plan (2018-2030) and the medium-term also interesting to note that about 47 percent plan (2018-2021), led to the adoption of a play- of schools from the Intervention group were in based pedagogy as the medium of instruction at rural areas as against 50 percent in the non- the pre-school level and in the new standards- intervention group. [...] Also, 96 percent the intervention and non-intervention groups of teachers are trained for KG in intervention support the implementation of play-based schools while that of the non-intervention learning. [...] As support for children, 30 percent of the teachers in the intervention 28 percent from the intervention support schools confirmed that their most recent special needs children compared to 10 percent training was organised by the Ghana Education of the non-intervention group. [...] 17 percent of teachers in the non- Trainings intervention group received their most recent 77 percent of the teachers in the intervention training from RTP signifying the reach of the group sample had participated in play-based innovator even beyond their intervention learning pedagogy, whereas 62 percent in the schools.