PLAY-BASED PRACTICES IN EARLY CHILDHOOD EDUCATION IN ANGOLA: TEACHERS’ PERCEPTIONS OF MATHEMATICAL THINKING AND PEDAGOGICAL CHALLENGES

Abstract

This study analyses teachers’ perceptions of the contribution of play-based practices to the development of mathematical thinking in Early Childhood Education, considering pedagogical practices, teacher preparation, and the challenges associated with the use of games and play in the Angolan educational context. The study adopted a quantitative, applied, and descriptive approach, involving 30 teachers working in Early Childhood Education. Data were collected through a closed-ended questionnaire administered via Google Forms and analysed using absolute frequencies and percentages. The results indicate that, according to the participating teachers, play-based practices occupy a relevant place in pedagogical work and are used mainly to develop knowledge related to numbers and quantities, shapes, space, measurement, classification, sequences, and patterns. It was also found that teachers recognise the contribution of games and play to the development of mathematical thinking, although challenges remain related to the lack of materials and resources, specific training, and time and planning conditions. It is concluded that strengthening play-based practices requires adequately prepared teachers and pedagogical conditions that favour their intentional use as a means of mathematical learning.