Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia

The study assessed the existence of materials in implementing play-based pedagogy in early childhood education in Ethiopia. It utilised a mixed convergence approach with a descriptive survey methodology. A total of 427 participants were selected, including teachers, PTA members, principals, experts and coordinators. The instruments were self-constructed questionnaires and interview guiding questions. Descriptive and inferential statistics were used to analyse closed-ended quantitative data, while open-ended qualitative data were narrated. The findings reveal that most private and some public pre-primary school facilitators did not use age-appropriate, mentally stimulating video and audio aids. Resources were scarce, including indoor facilities and play materials. The identified challenge was a shortage of facilities. The study recommended that the woreda education office allocate adequate budgets to primary schools to ensure the required resources are available. Generally, the study highlighted the need to improve preschool facilities to support the effective implementation of play-based pedagogy in early childhood education.