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dc.contributor.authorChukwudi Ekeh, Martin
dc.date.accessioned2023-04-19T10:36:45Z
dc.date.available2023-04-19T10:36:45Z
dc.date.issued2023-03-03
dc.identifier.citationMartin Chukwudi Ekeh (2023). Play-based pedagogy and creativity for early grade and preschool learners.Journal for Educators, Teachers and Trainers,Vol. 14(1). 50-62. [DOI: 10.47750/jett.2023.14.01.005]es_ES
dc.identifier.urihttps://hdl.handle.net/10481/81102
dc.description.abstractResearchers, educators and policymakers promote play-based pedagogy because of its appropriateness in developing children's potential. Play is considered a lens through which children view their natural world and propose creative ways of dealing with their daily challenges. However, play as a teaching pedagogy remains inadequate due to insufficient understanding and practical use of various play-based pedagogies. Despite the importance placed on play-based pedagogy, children struggle to transform their creative abilities into functional real-world outcomes. The researcher, therefore, aims to investigate "play-based pedagogy and creativity for early-grade and preschool learners". Specifically, The research intended to find out; (a) how play-based pedagogy can be used to enhance the creativity of preschool and early-grade learners. (b) how a professional development programme assists preschool and early-grade teachers in enhancing learners' creativity. The study was conducted in Owerri Education Zone, Imo State, Nigeria. The study adopted a qualitative approach with a Participatory Action Research (PAR) design. The research participants were nine and purposively sampled from teachers of young learners aged five to eight years. The tool used for data collection was a Semi-structured interview and observational schedule. Findings from the study indicate that teachers have a poor understanding of diverse twenty-first-century-century play-based pedagogy used to enhance children's creativity. Furthermore, the teachers' professional development programme positively impacted learners' creativity. In conclusion, the study recommends teachers' professional development training on twenty-first-century play-based pedagogies to enhance learners' creative skills.es_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Granadaes_ES
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectPlay-based pedagogyes_ES
dc.subjectCreative skillses_ES
dc.subjectPreschooles_ES
dc.subjectEarly gradeses_ES
dc.subjectProfessional development programmees_ES
dc.subjectParticipatory action researches_ES
dc.titlePlay-based pedagogy and creativity for early grade and preschool learnerses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.47750/jett.2023.14.01.005
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional