Play-Based Approaches in Developing Early Childhood Learners' Mathematical Skills: Experiences of Teachers in Binga District Primary Schools, Zimbabwe

Abstract

Play-based learning has increasingly been recognised as an effective pedagogical approach for promoting young children's mathematical development. Despite its inclusion in Zimbabwe's Early Childhood Development (ECD) curriculum, little is known about teachers' experiences of implementing play-based approaches in rural primary schools. This study explored teachers' experiences with the use of play-based approaches to develop mathematical skills among ECD learners in selected primary schools in Binga District, Zimbabwe. Guided by Piaget's Theory of Cognitive Development, the study adopted a qualitative research approach situated within the interpretivist paradigm. Data were collected from 12 participants, comprising 2 school heads and 10 ECD teachers, using semi-structured interviews and focus group discussions. Participants were selected through purposive and convenience sampling techniques. Data were analysed using thematic analysis.
The findings revealed that play-based learning enhances learners' mathematical understanding by promoting counting, classification, measurement, pattern recognition, problem-solving, communication, and positive attitudes towards mathematics. However, effective implementation was constrained by inadequate teacher training, shortages of instructional materials, overcrowded classrooms, limited instructional time, curriculum pressures, and insufficient institutional support. Participants recommended continuous professional development, increased provision of teaching and learning resources, curriculum flexibility, strengthened school leadership, parental involvement, and collaborative teacher learning as strategies for improving play-based mathematics instruction.
The study concludes that although play-based learning has considerable potential to improve mathematical learning among ECD learners, its successful implementation requires coordinated support from teachers, school leaders, policymakers, teacher education institutions, and communities. The findings contribute context-specific evidence that may inform educational policy, teacher education, curriculum implementation, and future research on play-based mathematics education in resource-constrained rural settings.