The purpose of this study was to examine Ghanaian stakeholders’
beliefs about the role and importance of play in early years (3 to
5 years) children’s learning, referred to as play-learning beliefs. A
survey design was adopted in order to gather data necessary to
examine the differences among stakeholders’ play-learning beliefs.
A total of 292 participants completed the survey. Data were collected
using a self-developed scale. A preliminary comparison of the mean
differences among the stakeholders using ANOVA indicated that the
head teachers and teachers perceived play as a form of learning more
favourably than the parents. This difference was further explored using
cluster analysis to test the hypothesis that stakeholders’ education
status is a factor in explaining the group mean differences. Using a
two-step cluster analysis in SPSS 24.0, participants were grouped into
five distinct clusters, which were most distinguishable by participant
status (parent, teacher or head teacher) and their education status
– high-educated head teachers, teachers and parents, moderateeducated
teachers and low-educated parents. Consistent differences
emerged between cluster groups when compared on the scale score.
Consistent with the hypothesis, the results suggest education status is
associated with stakeholders’ beliefs about the role of play in children’s
learning.LEGO Foundatio