Social Development of Kindergarten Children: Teachers Roles in Play Activities in the Nanton District, Ghana

Abstract Play-oriented activities develop young children physically, emotionally, socially and cognitively. The study explored the contribution of play activities to the social development of kindergarten children in the Nanton District. A qualitative approach using a case study design was used for the study. Purposive sampling techniques was used to select thirty (30) pupils and (20) twenty teachers for the study. A semi-structured interview was used to gather information from respondents. Also, observational checklist was used to gather information to triangulate with the interview data. The data was manually analysed thematically. The results were interpreted using inductive reasoning to draw meanings from the data collected. The findings were that; it was emerged that teachers’ role in kindergarten children’s play promote their social development. Also, the study found that the combination of play types promotes the social skills development of kindergarten children. The study concludes that, the teachers’ role during play was very important as it promoted the children social skills development by providing guidance on difficult plays as well as providing security and engaging them in meaningful play. Also, children who engaged in different types of play significantly improved their social skills development. The researcher recommended that the study recommended that kindergarten teachers should always supervise pupils play activities to ensure their safety, guide them, motivate them and also engage them in meaningful play. Also, the study recommended that kindergarten teachers should engage pupils in varieties of play types to accelerate their social development.