The role of guided play pedagogy on number concept development in pre-primary school: a case of Amac sub county, Lira district

Abstract

In pre-primary school, number concept development normally appears as a daily activity. Number concept development is considered as a way through which learners' cognitive growth is stimulated to think logically about quantities, patterns, and relationships to set the groundwork for more complex mathematical understanding. The purpose of this study was to examine the role of guided play pedagogy in promoting number concept development among pre-primary learners in Amac Sub-county, Lira District. Specifically, the study aimed to: (1) explore how guided play pedagogy creates a stimulating environment that influences number concept development; (2) investigate assessment practices within guided play pedagogy; and (3) establish teachers’ perceptions regarding the influence of guided structured play on learners’ number concept development. Grounded in Vygotsky’s (1978) social constructivist theory particularly the concept of scaffolding instruction, the study adopted a qualitative case study design. The target population included 36 pre-primary school teachers, 12 head teachers, and 72 learners. Purposive sampling was used to select teachers and head teachers, while convenience sampling was applied to individual learners for classroom observation. Data were collected through classroom observations, semi-structured interviews, and document reviews across twelve schools, and analysed using content analysis presented in narrative form. The data collection process focused on observing participant interactions, classroom practices, and the integration of number concept development through guided play pedagogy. Key findings revealed that when guided play was effectively implemented using locally available materials and structured games, it created stimulating, child-centred environments that enhanced skills such as counting, sequencing, comparison, and problem-solving. However, implementation varied depending on teacher training, experience, classroom layout, and resource availability. Assessment practices were predominantly informal and aligned with sociocultural principles but were constrained by administrative reporting requirements and parental expectations for formal testing. Although teachers generally expressed positive perceptions of guided play pedagogy, practical challenges such as overcrowded classrooms, limited instructional materials, and inadequate professional support hindered full implementation. The study concludes that guided play pedagogy holds significant potential to strengthen early numeracy, provided there is systemic investment in teacher training, continuous professional development (CPD), improved classroom resources, guided play-based assessment policies, and stakeholder sensitization. It recommends a holistic and collaborative approach to embed guided play pedagogy as a foundational element of quality early childhood education in Uganda.