Assessment of the role of play in reading, writing and arithmetic among pre-primary school children in Tanzania: a case of Rungwe district

The purpose of this study was to assess the role of play in Reading, Writing and Arithmetic among pre-primary school children in Rungwe District, Tanzania. The study was guided by the following three research objectives: To examine types of play and equipment which were used in the teaching of children in pre-primary schools, to examine how play influences Reading, Writing and Arithmetic in preprimary schools and to find out the challenges affecting play in Reading, Writing and Arithmetic in pre-primary schools and how to overcome them. The study involved twelve pre-primary schools and thirty four pre-primary schools teachers. The study employed qualitative research approach and multiple case study design. Data were collected through interviews and observations. Purposive sampling technique and simple random sampling technique were used to select pre-primary schools. Teachers were selected through purposive sampling technique. Data were analysed through thematic analysis based on research objectives. Data analysis was done with the help of computer software package (SPSS-Version 20). Firstly, the study findings revealed the types of play and equipment which were used in the teaching of children in pre-primary schools. Secondly, the findings disclosed how play influenced Reading, Writing and Arithmetic. Finally, the findings showed the challenges affecting play in pre-primary schools and how to overcome them. In view of the research findings, it is concluded that play has great role in Reading, Writing and Arithmetic among pre-primary school children. The study recommends the government to conduct regular in-service trainings on appropriate use of play in teaching pre-primary school children Reading, Writing and Arithmetic (3Rs).