SOUTH AFRICAN TEACHERS' PERSPECTIVES ON PLAY PEDAGOGY IN EARLY CHILDHOOD CARE AND EDUCATION

Abstract

This study examined how teachers’ prior experiences, together with cultural norms and
environmental components, shape their understanding of play in the classroom. A
qualitative research design, using a phenomenological approach explored teachers' lived
experiences and how they construct meaning around play in educational settings. Semistructured
interviews were used to explore how teachers’ prior experiences, along with
community interaction and academic content, shape their teaching practices and
perspectives on play. The research uncovers the conflicts between unstructured play and
structured learning and shows how pedagogical regulations and parental expectations
shape teaching methods and how budget constraints influence play methods. This article
argues for the development of teaching methods that combine play-based approaches
with traditional teaching and calls for both curriculum changes and professional
development funding to promote the benefits of play-based education.

Keywords: Early childhood care and education; Play pedagogy; Structured play;
Unstructured play