Challenges facing teachers in utilization of play in ecde curriculum centers in kericho sub- county

Play is one of the approaches used in the teaching and learning process. In normal growth, play enhances the social, behavioral and psychomotor development. In the absence of play, the learner misses a major component of growth which may led to members of the community having poor unwholesome development. The objective of the study was to investigate the challenges faced by teachers in utilization of play in ECDE curriculum centers in Kericho sub-county. The study adopted Piaget’s theory (1896-1980) of intellectual development which emphasizes that children learn best through play by discovering, doing and actively exploring their environment. The study used mixed methods approach. The population was 161 head teachers and 347 pre-school teachers from where sample size of 48 head teachers and 104 pre-school teachers were selected. Simple random and stratified sampling techniques were used to select samples from every educational zone in the sub-county. Data was collected using questionnaires, observation schedules and checklists. Using descriptive and inferential statistics. Qualitative data which was analyzed as themes emerged. The study concluded that teachers face different challenges in utilization of play in ECDE teaching and learning activities which included inadequate resources and time allocated for play. The study recommends that teachers need to be motivated and all stakeholders need to cooperate to help equip preschools within their locality with enough play materials necessary to promote participation of outdoor activities. The study may inform the Kenya Institute of Curriculum Development and the MoE, Science and Technology to produce relevant instructional materials on play for Early Childhood Education in Kenya and Teachers may change their attitude towards the utilization of play to enhance learning outcomes in early childhood education once the relevant play resources are provided.