TO ANALYZE HOW TEACHERS INTEGRATE GAMES-WITH-RULES PLAY MATERIALS IN LITERACY INSTRUCTION IN PRE-PRIMARY SCHOOLS, KENYA

Games-with-rules play materials, such as alphabet games, board games, matching cards, word puzzles, phonics games, and picture-word games, provide structured opportunities for young children to develop foundational literacy skills through meaningful play. Play-based learning has been recognized as an effective pedagogical approach for promoting children’s language, reading, and writing development because it enhances learner engagement, motivation, and active participation (Cheruityot, 2024; Wohlwend, 2023). In Kenya, the Competency-Based Education (CBE) emphasizes the integration of play as a learner-centered strategy for developing literacy competencies. However, little is known about how teachers integrate games-with-rules play materials into literacy instruction in pre-primary schools in Kenya. Specifically, the study will examine the instructional strategies employed by teachers, factors influencing their integration, and the challenges teachers encounter. A mixed-methods research design will be adopted, involving pre-primary teachers and head teachers from selected public and private schools. Data will be collected using questionnaires, classrooms observations, interviews, and document analysis. Quantitative data will be analyzed thematically. The findings are expected to contribute to improving play-based literacy instruction, teacher professional development, curriculum implementation, and policy formulation in Early Childhood Development and Education (ECDE).