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<p>Play-based pedagogy (PBP) is central to early childhood education, yet its implementation in Ethiopia remains uneven. This mixed-methods study examines the availability, use, and challenges of play materials in government, private, and faith-based preschools in Hawassa City. Data were gathered from 114 teachers through surveys, observations, interviews, and document reviews. Results showed obvious institutional disparities: private preschools had greater access to diverse materials and structured play, while government and faith-based preschools struggled with shortages, overcrowded classrooms, and limited teacher preparation. Quantitative analysis confirmed significant differences in material availability and use across preschool types. By providing one of the first comparative, mixed-method analyses of PBP in Hawassa City, Ethiopia, this study highlights a critical gap between policy ambitions and classroom realities. Stronger resource allocation, professional development, and policy enforcement are recommended to promote equitable play-based learning in Ethiopia and similar low-resource contexts.</p>

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Disparities in play materials and pedagogy in Hawassa City preschools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月26日

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  • Tewodros Bekele Tessema,
  • Yigzaw Haile

摘要

Play-based pedagogy (PBP) is central to early childhood education, yet its implementation in Ethiopia remains uneven. This mixed-methods study examines the availability, use, and challenges of play materials in government, private, and faith-based preschools in Hawassa City. Data were gathered from 114 teachers through surveys, observations, interviews, and document reviews. Results showed obvious institutional disparities: private preschools had greater access to diverse materials and structured play, while government and faith-based preschools struggled with shortages, overcrowded classrooms, and limited teacher preparation. Quantitative analysis confirmed significant differences in material availability and use across preschool types. By providing one of the first comparative, mixed-method analyses of PBP in Hawassa City, Ethiopia, this study highlights a critical gap between policy ambitions and classroom realities. Stronger resource allocation, professional development, and policy enforcement are recommended to promote equitable play-based learning in Ethiopia and similar low-resource contexts.