Continuous Professional Development in enhancing Play — Based Learning: In Early Childhood Education in Ghana and Sierra Leone

In the realm of early childhood education (ECE), play is more than just a pastime — it is essential for children's holistic development. 

Play fosters emotional, intellectual and social growth, making play-based learning (PBL) a cornerstone of educational practices worldwide.

However, the effective implementation of PBL depends significantly on teachers' capacity and training.

This article explores recent research on teacher capacity building for play-based early learning in Ghana and Sierra Leone, highlighting its implications for educational policy and practice.

Current landscape

Globally, there has been a concerted effort to integrate play-based pedagogies into ECE systems. In Ghana, initiatives led by education innovators such as Right to Play and Sabre Education have equipped teachers with the necessary skills through targeted PBL training.

Similarly in Sierra Leone, the “Teaching as a Collective Leadership” (TACL) model provides leadership and play-based training to teachers and head teachers to improve their capacities.

Research conducted in Ghana's Eastern and Northern regions and Sierra Leone’s Northern and Southern regions sheds light on teachers' engagement with PBL training, highlighting both achievements and challenges.

Research findings

The study used a mixed-methods approach, combining qualitative interviews with school heads, teachers, and education district officials with quantitative surveys.

In Ghana, 1,156 teachers across 593 public schools in Ghana were surveyed, while in Sierra Leone, 240 teachers across 80 schools participated. Key findings include:

Participation in PBL training: About 68.7 per cent of teachers had participated in PBL training within the past three years. Interestingly, intervention schools, where PBL training initiatives were implemented, demonstrated higher participation rates (76.7%) compared to non-intervention schools (61.7%).

In Sierra Leone, the study shows that 85 per cent of the teachers in the intervention schools and 30 per cent of their counterparts in the non-intervention schools had participated in play-based learning training in the last three years.

Sources of training: Besides educational innovators, government agencies, peer-learning groups, and other education partners have also played pivotal roles in providing PBL training.

This diversity in training sources highlights the liberalisation of the Continuous Professional Development (CPD) landscape in Ghana.

Cost of training: In Ghana, teachers, especially those in intervention schools, bear up to 91 per cent of CPD costs.

This underscores the need for sustainable funding mechanisms for professional development. In Sierra Leone, CPD is primarily funded by the Ministry of Basic and Senior Secondary Education, mostly through the Teaching Service Commission and the development partners, with no direct costs to teachers.

Gender and inclusion: PBL training in both countries often included components on Gender Equality and Social Inclusion (GESI), aiming to sensitise teachers to gender biases and support inclusive learning environments.

Teachers reported positive shifts in their practices, moving away from traditional gender roles in classroom activities.

Despite the training received, teachers in both countries struggled to apply theoretical knowledge practically due to the lack of essential Teaching and Learning Materials (TLMs). This gap highlights the importance of not only training but also resource provision for effective pedagogical implementation.

Implications, policy, practice

The findings underscore the critical role of CPD in enhancing teachers' capacity for PBL. Key recommendations include:

Government support: Ministries of Education in both Ghana and Sierra Leone should expand support for CPD initiatives, ensuring equitable access across all schools and providing basic infrastructure for PBL.

Scaling initiatives: Education innovators and international partners should be encouraged to scale up PBL training initiatives, especially in underserved areas.

Incentivising specialisation: Introducing incentives, such as scholarships, for teachers to specialise in ECE could help bridge the gap in academic grounding and enhance the quality of early childhood education delivery.

Conclusion

Integrating play-based learning in early childhood education holds immense promise for nurturing well-rounded learners.

However, its success depends on equipping teachers with the necessary knowledge and skills through continuous professional development and providing the basic infrastructure.

The research findings highlight both progress and ongoing challenges in this domain, calling for concerted efforts from policymakers, educators and stakeholders to foster an enabling environment for effective PBL practices.

As Ghana, Sierra Leone and other nations advance their ECE agendas, investing in teachers' professional growth remains paramount.

By prioritising CPD and addressing associated challenges, stakeholders can ensure that play-based learning enriches educational experiences and empowers young children to thrive in an evolving world.

The writers are a Research Fellow, ISSER, (naasante-poku@ug.edu.gh) the Head of Communications & Publications Office, ISSER (vquartey@ug.edu.gh); both of the University of Ghana; and a Lecturer, Division of Educational Studies, University of Sierra Leone (mc33217@gmail.com)