The effect of using a six brick Duplo block guided play approach on pre-school learners’ visual perceptual abilities

This study investigated the possible effects that the use of guided play using the 6 Brick Duplo Block approach might have in terms of the development of aspects of visual perception in pre-literate 5-7year old children. An explanatory sequential mixed-method design was employed. Seventy-seven Grade R learners in two schools, one in the Republic of South Africa and the other in the Republic of Kenya, comprised the purposive convenience sample. Quantitative pre- and post-intervention data were generated using the Visual Perception Aspects Test (VPAT) and analysed using Excel functions to generate descriptive and inferential statistics. The pre-test mean score in the Kenyan school was statistically and practically significantly lower than the South African pre-test mean score. This difference was attributed to the amount and type of play that took place in the natural settings of these schools prior to the intervention and the nature and amount of play material available in each. The largest improvements from the pre- to post-tests occurred in the South African and Kenyan experimental groups and the difference between them dropped from the 99% level of confidence in the pre-test to the 95% level of confidence in the post-test. These findings suggest that using the 6 Brick Duplo Block approach may accelerate the development of aspects of visual discrimination in pre-literate 5-7-year-old children and that the approach may be most effective when used with children who have had little previous exposure to guided play at school. Qualitative data were obtained through open-ended classroom observations and semi-structured teacher interviews with the experimental group class teachers. Classroom observation revealed that the learners were enthusiastic about the guided play and the semi-structured interviews revealed that they realise the importance of using guided play for developing the visual skills necessary for reading, writing and numeracy. The overall findings of this study suggest that the development of aspects of visual perception were accelerated in the study sample of pre-literate Grade R learners when their teachers facilitated guided play using the 6 Brick Duplo Block approach. Recommendations are made that curriculum developers, early childhood advisors and teachers should be made aware of the potential of using guided play and reconsider the Piaget‟s stages of cognitive development to design appropriate instructional materials that promote learners‟ visual perceptual growth and development

TEACHERS’ PERCEPTIONS OF PLAY WAY STRATEGIES OF LEARNING IN DEVELOPING DIGITAL LITERACY AMONG PUPILS IN PRIMARY SCHOOL

Early learning and subsequent academic achievement are based on play. Play and early learning have attained and will continue to achieve global awareness. Playing with digital devices can help learners develop digital skills. However, little to no research has been documented on the use of play and the development of digital literacy skills. The purpose of this paper is to explore teachers’ perceptions of Play Way strategies of learning in developing digital literacy among pupils in primary school. The study is underpinned by Constructivism Learning Theory. The study utilized a qualitative research method, and a case study research design, and adopted an interpretivism research paradigm. The target population comprised 30 primary schools. 13,500 pupils and 450 teachers. Data was collected from twelve public primary schools in Chesumei Sub County in Nandi County, 12 head teachers, 12 grade one teachers, 480 learners, and one education officer using purposive sampling methods. Purposive in that existing grade one classes were used, the teachers teaching the grade and schools that received the government-donated laptops and tablets. The research instruments that were used were teacher reflective journals and interview schedules. The data was analyzed thematically. The study findings revealed that: teachers perceived the Play Way method of learning as digital skill acquisition, a child-centred approach, and a method that changed the role of the teacher.  The paper concludes that Play Way method of learning can be used to aid in the development of digital literacy skills in the competency-based curriculum. The paper recommends that schools entrench a system of supporting the teachers to use digital devices for learning and acquisition of 21st century skills. Digital devices have become a valuable resource in the teaching and learning process. The findings of this study are useful in curriculum innovation in Kenya and other parts of the world.  Article visualizations