Ghanaian kindergarten teachers’ curriculum knowledge and perspectives on play-based learning: does teacher qualification matter?

The notion of play-based learning as an important component in early childhood education is widely recognised, with curriculum guidelines emphasising its use. However, little is known in Ghana about teachers’ knowledge of the curriculum and their perspectives on play-based learning. This study adopted a qualitative approach and thematically analysed interviews with a sample of eight public kindergarten teachers, focusing on their qualifications. The findings revealed that early childhood qualified teachers knew about the national curriculum, while basic education qualified teachers did not. However, neither group demonstrated knowledge of the recommended pedagogical approaches, including play-based learning. Concerning teacher perspectives on play-based learning, our findings showed that both groups viewed play as an activity that promotes direct teaching of lessons and features in the form of songs. Concerning their roles in play-based learning, both groups identified observation, supervision and guidance. The findings highlight the need to align and synchronise pre-and-in-service teacher training.