Page 78 - EDUCON 2022 Book of Abstracts

15. Strauss, A. & Strauss, A.M., Examining play-based learning in
Grades 1 - 3 to enhance literacy and language development of
English Language Learners
Background: Currently, most pre-primary schools in Namibia follow
a curriculum where play-based learning is a foreign/unknown concept.
Play-based learning in the Junior Primary phase is mistaken for
learning through play or outdoor play. Play-based learning in the
junior primary phase on the other hand, is a relatively new practice in
Namibia and not many schools have adopted this practice across the
curriculum.
Aim: The purpose of this study is to investigate, describe, and
interpret the play-based strategies used to teach language and literacy
in Junior Primary classrooms.
Methods: This study used a qualitative approach to collect data
through classroom observations and interviews.
Results: The results showed that play-based learning is one of the
most important aspects when enhancing the literacy and language
skills of English Language Learners. When asked how teachers
perceive literacy and language development to enhanced play-based
learning, they suggested the following strategies: (1) social interaction
during play builds vocabulary through listening and talking to one
another, and (2) play methodologies motivate learners to learn.
Discussion
Most of the teachers realised the importance of play-based learning
and highlighted its benefits such as “meaningful interaction with
peers, learning new vocabulary, and communication.” The teachers
mentioned activities for play. These involve; imaginative play such as
‘asking learners to close their eyes and imagine’, dramatic play -
allowing learners to dramatise topics and themes discussed in
classroom or when playing theme-based puzzles or board games.

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