In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education. Keywords: indigenous play; indigenous play-based pedagogy; kindergarten; professional development programme

中文翻译：

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在加纳幼儿园学校实施本土游戏教学法的专业发展计划

在本文中，我们报告了加纳幼儿园课程（4-5 岁）教师专业发展计划的制定和实施情况。加纳的幼儿园教师在实施国家课程推荐的基于游戏的教学法方面经验很少，培训也很少。在实施的第一年，制定并成功地用于提高参与教师的知识、技能、态度和实践的本土游戏幼儿园教师发展计划。通过课堂观察、访谈、照片、参与教师的反思日志和评估问卷收集的数据表明，该计划对课堂实践和学习者积极参与学习产生了积极影响。该计划的基本组成部分被描述为专业教师发展指南，用于在幼儿教育中提供以游戏为基础的本土教学法 (IPBP)。关键词：本土游戏；本土游戏教学法；幼儿园; 专业发展计划