Implementation and Sustainability of Early Childhood Education Assessment Through Play-based Approach in Preschools: A Qualitative Study in Kgalagadi Public Preschools
Abstract:
This comprehensive study explored play-based assessment in Early Childhood Education (ECE) in selected preschools of Kgalagadi, covering its implementation, sustainability, and impact on child development. In ECE, assessment is vital, and play-based assessment, with its child-centered and holistic approach, provides valuable insights. However, research on its practical use, especially in developing nations like Botswana, is limited. Using a qualitative approach grounded in socio-cultural theory, data were gathered from 10 preschool teachers and 10 school heads through interviews, observations, and document analysis. Thematic analysis highlighted play-based assessment's effectiveness in promoting cognitive, social, emotional, and physical development in children. The study also revealed challenges hindering its integration, including resource constraints, time limitations, and inadequate training. Recommendations include increasing resources, improving professional development opportunities, and creating supportive environments for teachers. Policymakers are urged to prioritise resource allocation and robust professional development initiatives to ensure the smooth incorporation of play-based assessment into Early Childhood Education.
