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Significance of the Availability and Adequacy of Play Materials in

Teaching Religious Education Learners in Primary Schools in Baringo

Central Sub-County, Kenya

Dr. Kimosop Esther

Lecturer in the Department of Curriculum, Instruction and Educational Management, Faculty of

Education and Community Studies, Egerton University, P.O Box 536-20115, Egerton: Kenya

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0626

Received: 18 August 2025; Accepted: 24 August 2025; Published: 11 November 2025

ABSTRACT

The paper focuses on the use of play materials to support play method of teaching Religious Education subject

to primary school children for acquisition of knowledge and skills. Teachers require play materials to be able

to explore hands-on, interactive, and engaging way to explore abstract religious concepts and stories among

primary school learners. Teaching requires use of play materials to make learners understand abstract concepts

real and concrete. The theoretical framework of the study was guide by two theories; Vygotsky’s Sociocultural

Theory perspective and Cognitive Developmental Theory by Jean Piaget . The study was carried out in

Baringo Central Sub County. The objective was to determine the availability and adequacy of play materials

to enhance the teaching of Religious Education content. The target population comprised 272 teachers in 136

primary schools in Baringo Central Sub-County. Descriptive survey design was used. Simple random sampling

technique was used to identify the respondents. A sample size of 82 teachers was utilized for the investigation.

Questionnaires were used for data collection. Data analysis was done using descriptive statistics to determine

frequencies and percentages. Play method through use of play materials in primary schools is widely accepted

as a mode of teaching and learning. Children playful behavior has been found to positively affect their brain

development and learning ability (Dewar, 2015). The play materials that can be used to facilitate effective

teaching in Religious Education are; Modelling of Objects, Story Telling Flips, Role Play Materials, Games,

Visual Materials, Touch Materials, Use of Dolls, and Object Constructions. Therefore, the importance of play

materials on a child’s learning at this level cannot be ignored. Play materials in primary schools are required to

support child play activities and to acquire knowledge and skills enabling them understand religious concepts.

Various categories of child play do exist in primary schools, and the main ones that help to facilitate learning

include: cognitive play, sociodramatic play, gross-motor play, language and literacy play, fine-motor play

(Frost et. al., 2010). These categories of child play are reported to contribute increase motivation and enable

acquisition of knowledge and skills.

Key Words: Primary school, play materials, Play Methods, Availability, Adequacy, Religious Education.

INTRODUCTION

Jackman, (2009) defines play as “a behavior that is self-motivated, freely chosen, process oriented and

enjoyable and as a natural activity for children”. The learners get engaged in a voluntary way through the

guidance of the to perform the activities freely. The learners perform varied activities that are enjoyable to

them. In Religious education, the teacher plays a major role to use the available resources and to be creative to

accomplish them.

Groenewegen, (1990) reiterated that instructional materials are ingredients in learning and that curriculum

delivery cannot be implemented without them because it facilitates teaching and learning process. He indicated

that without resource materials and facilities it may mean that the teacher cannot fully achieve the intended

objectives that he/she requires the learners to achieve. Many educators have observed that various topics

require proper description of the materials to be used.

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Shiundu and Omulando, (1992) suggests that the teacher should be creative to improvise and provide

alternatives where materials are missing by using the locally available materials if they have been left out in

the syllabus. Grimmitt, (2000) posits that the use of instructional materials has its importance and argues that

for learners to learn about the outside world, they must be brought into contact with real experiences, which

means that direct experiences is the most effective method of learning.

A study by Likoko, et al., (2013) on adequacy of materials for teaching and learning in schools revealed that

adequate materials contributes to pupils’ academic performance. The study emphasized that teachers should be

well informed / trained on how and when to use materials for teaching, since it was clear that materials

adequacy was an important determinant of higher pupils’ academic performance in subjects such as Religious

Education. The use of play materials thus should be emphasized by educationists in primary schools.

The Vision 2030 emphasizes provision of quality education and access to all children (Waweru, 2014). Some

of the key areas include improving access to quality learning materials, including textbooks and digital

resources. This means that appropriate methods of teaching need to be employed by Religious Education

teachers when using play materials. Play materials availability and adequacy affect the effectiveness of play

way method in primary schools in all subjects (Universal Basic Education Commission (UBEC), 2013).

According to Mulwa, (2015) notes that in most pre-schools in London, the use of concrete materials made the

child understand better the basic concepts as planned by the teachers. The research observed that play materials

were important instructional materials aiding both the learner and the teacher during instructional process.

Every curriculum is usually accompanied by curriculum materials. Aila, (2005) observed that resources are

important because they are used to increase learning during classroom instruction or in outdoor activities.

Benaars and Njoroge, (1994) observed that instructional resources are important ingredients in successful

teaching and learning process, they are often used to enable the learners understand difficult concepts.

According to Ayot and Patel, (1992) they stated that; “Teaching resources are used to increase learning, to

generate more interest and create a situation where the learners would fully engage in classroom activities.

When teaching aids are applied adequately, they give learners practical experience which help them develop

skills and concepts easily”.

Theoretical Framework: Vygotskian Perspective and Cognitive Developmental Theory By Jean Piaget

The theoretical framework of the study is anchored on Vygotsky’s sociocultural theory perspective, which was

developed in 1978. The theory stresses the fact that all children have potentiality for learning and thus they

should be given the opportunity to explore and actualize these potentials. The socio-cultural theory was further

put forward by Aimin (2013), where he in cooperated multiculturalism, mediation and learning potential. He

indicated that play materials were psychological tools which were described in the Vygotskian Perspective

under the multiculturalism component. Play materials help children internalize and use them in the mastering

of new ideas and concepts.

Lev Vygotsky believed that parents, caregivers, peers, and the culture at large were responsible for developing

higher order functions. According to Vygotsky, learning has its basis in interacting with other people. Familiar

play materials could remain of interest to children as they interact with the environment where most play

materials can be obtained. Inadequacy and availability of these play materials negatively affects acquisition of

Religious Education knowledge and skills.

The Cognitive Developmental Theory by Jean Piaget supports the sociocultural theory by Vygotsky who stated

that children actively construct their understanding of the world through their own experiences and reflection.

The teacher while teaching them should be able to explore what they already know. Cognitive development

occurs in a predictable sequence of four distinct, universal stages, driven by the processes of assimilation

(incorporating new experiences into existing knowledge structures/schemas) and accommodation (changing

existing schemas to fit new information). During classroom instruction, the teacher caters for individual learner

by considering their ages so as to determine which activity befits them. The particular ages according to Piaget

and the nature of engagement are; Sensorimotor (Birth to 2 years): Learning through senses and actions the

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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education

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child developing object permanence; Preoperational (2 to 7 years) the child uses symbols and language.

Concrete Operational (7 to 11 years); this involves the children to think logically about concrete events for

example mastering concepts like conservation. Formal Operational (12 years and up): Developing the ability to

think about abstract concepts and hypothetical scenarios. This allows them to explore the environment and

make applications through the guidance of the teacher.

Therefore, according to this theory play materials were therefore useful psychological tools in a child’s

learning. Edwards, (2020) says that play materials “build bridges between abstract religious concepts and

children’s everyday understanding”. Some religious ideas are difficult to understand, thus if children can see

and touch, then becomes easier for them to conceptualize.

Categories of Play Materials Used in Teaching/Learning Religious Education in Primary Schools

Modelling of Objects

Taylor and Ahmed, (2023) explains that clay and play dough can be used to model objects from religious

stories, for example, the children can construct models of religious buildings example a church, mosque or the

cross illustrating crucifixion of Jesus. Williams, (2020) was in support that when children build religious

places using building blocks, they will be able to accommodate other varied religions having varied religious

scenes and symbol.

Story Telling Flips

Patel, (2020) highlights that children can be asked to write stories from the Bible, this makes the children

become creative and they will be able to narrate them so that they understand their Religious meanings. For

example, the parable of the sower, creation stories , Quran stories, or other religious narratives. The creation

of story cards can possess pictures of religious symbols or drawings.

Martinez, (2022) states that children can create books that contain pictures of religious stories which acts as

visual aids. Example pictures depicting scenes of Jesus baptism and temptation, and appearance of the angles

to the shepherds. It engages all senses in the process of learning. Children tend to remember the stories better

because they engage all the sense of seeing, touching and hearing.

Webstar, (2012) explains that teachers can show puppets to act out stories from the holy books, after which the

children can use them to manipulate stories, for example, construction of the Noah’s, Ark, the parable of the

sower among others, to enable them understand Biblical content better.

Role Play Materials.

Cooper, (2019) explains that children can role play various scenes in the holy books. For examples, they can

role play an angle appearing to the shepherds, or call of Moses and the burning bush. They will role to show

case the actual experience. This will enable them to understand its religious teachings. Martinez, (2022)

indicates that, worship places like churches, temples can be drawn in object forms and they can use them to

role play various religious practices.

Games

Clark &Thomson, (2020) established that board and card games can be used to relay religious stories while

children play. They can be used to compile religious topics in a sequence so that the children refer to them to

learn religious concepts. This will foster the children to share the experiences together through a shared

dialogue by asking questions on religious beliefs and practices. For example, games can be used to ask

questions about religious stories or religious holidays. They emphasized that structured game play in Religious

Education fosters peer dialogue and higher-order thinking around values and beliefs. Tait et.al., (2018)

elaborates that games enables the children appreciate other religious practices and beliefs as they get exposed

to learning other religious symbols and rituals through hands on activities.

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Visual Materials.

Lee and Singh, (2022) indicates that videos can show children about religious stories so as to see them in

action. They enable children to remember the stories for long. Edwards, (2020) indicated that currently virtual

videos exist which children can see real objects like religious buildings and other religious practices, the visual

tools have transformed play-based learning in the modern classrooms. According to Yusuf & Moghaddam,

(2022) observed that “digital play has significantly expanded the scope of engagement in Religious Education,

making religious learning more appealing and relevant to 21

century learners.”

Touch Materials

Lee and Singh, (2022) indicated that children can touch and feel religious objects for example, prayer beads,

holy book covers, or religious symbols, this enables them feel and know the religious objects. Teachers can use

some objects to learn religious ceremonies by touching them. Some of them include scented oils, can taste

unleavened bread during Passover lessons or sweet treats during Diwali lessons. The children will be able to

connect them with religious ceremonies and practices. Ndemanu, (2021) further explains that the touch

materials improve thinking skills that influences class participation and acquisition of religious content.

Use of Dolls.

Kropf and Green, (2019) states that dolls can be used to represent biblical figures for example, Moses, Buddha

among others. They can be used as visual aids during Religious Education instruction. Children can use dolls

to act out parables or sacred stories to create imaginative exploration of biblical stories and religious values.

Some of the objects that are worn by different religions that can be shown to the children include, rosary for

the Catholics and Hijab for Muslims.

Object Constructions.

James and Griffith, (2021) highlighted that “Sacred space construction through sand play helps learners

internalize the symbolic meanings of religious architecture and practice”. This allows the children to construct

various biblical representations of places, figures, symbols and artifacts. For example, they can construct a

representation of the Garden of Eden, Mountain Olives, Red sea and the parable of the Sower among others.

This creates creativity and enables them to possess spiritual settings, apart from the content they will learn.

Contributions of Play Materials in Acquisition and Retention of Knowledge Learnt

Edwards, (2020) says that play materials “build bridges between abstract religious concepts and children’s

everyday understanding”. Some religious ideas are difficult to understand, thus if children can see and touch,

then becomes easier for them to conceptualize. Thus they contribute to the following;

Meaningful learning and understanding. Religious Education can use visual aids of places of worship

(churches, mosques, temples) and religious artifacts (rosary, menorah, prayer mats), and figures representing

religious stories. They help children visualize and understand abstract concepts. Example, a model of Noah’s

Ark and pictures of God’s creation in Genesis chapter 1 among others makes them tangible and memorable.

Objects used to explore religious practices or symbols aids retention in learning because of the use of a multi-

sensory experiences. Example, an object of the cross depicting crucifixion of Jesus.

Play materials makes children motivated to learn because it Involves lots of fun in teaching/learning, which

makes the children attentive and interested to learn throughout the lesson hence active learner involvement and

engagement (Cooper, 2019). Role playing a part of a story in the Bible for example the birth of Jesus, the call

of Moses, temptation of Jesus among others can facilitate the children to act out religious stories. This

enhances understanding and facilitates of acquisition of knowledge which they recall from time to time.

Williams, (2020) explains that the use of play caters for individual learner differences, because some children

learn better by moving, seeing and touching. Play materials makes learning enjoyable and accessible, this

increases motivation and makes learning appealing. By catering to different learning styles, play based

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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learning accommodates all with varied abilities and also creates a positive learning environment because play

materials foster a relaxed and interactive atmosphere, allowing children to participate actively by asking

questions and also have an open discussion about religious topics.

Thompson et. al., (2021) highlights that, play materials enables children to appreciate and respect the diverse

religious beliefs and practices of various religions. They get the exposure from the content they acquire from

playing with varied objects used in various religions. The use of play materials enhances critical thinking

which aid children of various faiths to compare and contrast religious symbols, practices and stories fostering

empathy and understanding. It enables them to role play different religious perspectives or using figures to

represent different diverse characters in religious stories consisting of different beliefs. It also fosters creativity

and imagination where open-ended play materials with religious-themed materials allow children to explore

their understanding creatively and imagine different scenarios or interpretations of religious narratives.

Gergen, (2012) illustrates that play materials allows children apply the content learnt in different settings to

suit their varied environments with others. Today in all primary schools in Kenya, play is part of the learning

process for all subjects. Play materials facilitates acquisition of Religious Education skills making learning

engaging, interactive and meaningful in the following ways. It leads to sharpening of communication skills

and helps the children use religious vocabulary to express their understanding of concepts. When Religious

Education teachers use play materials to dramatize a part of a biblical story, example, the feeding of the five

thousand people, the children will be able to conceptualize and understand the concepts involved through the

skills of communication.

Lillard, et al., (2011) highlights the contribution play objects contribute to cognitive development. It helps

children to create ideas to solve problems and equip learners with social and practical skills to apply during

their interactive sessions to re-create and connect past experiences amongst themselves. (Sidhu, et al., 2013)

reiterates that for play methods to be effective, play materials need to be available in sufficient quantity and

quality. Proper utilization of these materials led to higher acquisition of skills among learners. This applies also

to Religious Education teaching. Montessori, (1916) advocated for the use of real objects and materials, such

as glass, wood, and metal, rather than plastics substitutes. This allows children to experience the world through

authentic sensory experiences. She believed that children learn best by interacting with real life tools and

engaging in practical activities.

In Uganda (UNICEF, 2015) stresses the importance of play method in teaching children and describes it as an

effective method in the attainment of school’s learning objectives. They acquire important skills essential for

performance in all subjects at primary school level. Play method from the past studies lays a foundation for

primary school learners as it helps them acquire skills that positively influence their learning even in other

levels ahead of them. Teaching will not be abstract because learners will learn by doing, leading to high

retention of knowledge.

Currently, in Kenya the school curriculum has been revised to a Competency Based Curriculum (CBC)

(KICD, 2017), though revised to Competency Based Education(CBE). It has seven core competences which

include, communication and collaboration, critical thinking and problem solving, imagination and creativity,

citizenship, digital literacy, learning to learn and self-efficacy. The teaching of all subject areas are expected to

in cooperate them in their teaching. In Religious Education instruction through use of life approach teaching is

expected to accomplish them by using play materials during their classroom instruction.

The Impact Of Adequacy And Availability Of Play Materials.

According to Wambui, (2013) indicates that prior organization to avail play materials for lessons should be

enhanced to facilitate orderly teaching and learning. According to him, for play method teaching to be

effective, play materials need to be available for learners in good quantity and to enhance timely skill

acquisition which is prerequisite for Religious Education performance.

Nguyen et al., (2016) observed that adequacy and availability of play materials used in a given setting had an

impact of the instruction. Primary school learners depended on the accessibility and sufficiency of play

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materials to adjust their acquisition of knowledge internalization. In other words, this implies that availability

of play materials influenced the quality of education offered to the learners. Subsequently, it sets the pace for

good performance in later stages of learning, this also applies to Religious Education teaching and learning.

According to a study by Mwonga, et. al., (2012) in Kenya, play materials availability in schools is critical.

They enable transition from pre-primary to primary school is smooth. He noted that play materials in public

pre-schools were inadequate and majorly left for parents to purchase, who may not have financial abilities to

purchase. Mwonga, et al., thus, recommended that it was necessary for all involved educational stakeholders to

make sure that adequate teaching and learning materials are availed in primary schools to enhance teaching

and learning. Gestwicki, et. al., (2011) noted that for play method to be effective, preschools require adequate

play materials which should be part of primary schools’ instructional materials.

A study by Obiagu, (2017) in Nigeria revealed higher levels of inadequacies of play materials in public junior

schools in comparison to private junior schools which was cited as a reason why pupils from private schools

performed better than those from public schools. Inadequacies were also reported in respect to both learning

facilities and textbooks materials. This situation resulted into a compromise of quality teaching/learning in

preschools. This cuts across all subjects.

The low level of utilization of play materials was noted by Ervina, (2018) who reported that preschool

programs in Kenya were under the county governments who never adequately supported preschools with

relevant materials, owing to irregular receipt of teaching and learning grants. This made it difficult for the

preschools to get the materials needed on time. This was a huge setback as it compromised the quality of

teaching and learning. Furthermore, it means that, teachers could not effectively use these play materials in

preschools. Play materials should be availed for all classes in primary school level. Every subject require

varied play materials for efficient and effective classroom instruction.

METHODOLOGY

Descriptive survey research design was used. Simple random sampling was used to identify the study

population consisting of eighty (82) teachers in one hundred and thirty-six (136) primary schools in Baringo

Central Sub-County, Baringo. A questionnaire was used to obtain data on the significance of the availability

and adequacy of play materials used for teaching Religious Education from the (82) teachers in one hundred

and thirty-six (136) primary schools.

Data analysis was done using descriptive statistics and the instrument was subjected to validity checks and

reliability tests. Instrument validity was ensured by cross checking the data obtained to get assurance of its

validity. On reliability of the instrument, a test-retest reliability that involved two sets of data got from the

same respondents at different occasions during piloting was done to help examine the instrument for clarity

and ambiguity of items. On ethical considerations, the participants were contacted and they were informed

about the intention of the study and its significance, this involved clarification to clear any doubt that they may

have had by taking the responsibility to communicate to the respondents what was being studied, purpose of

the study, who were involved in the study, the members to be involved in the collection of data, and the

usefulness of the findings. Responses from the questionnaires were posted into the statistical package for social

sciences, and Cronbach’s alpha coefficient value of 0.745 was acceptable and thus the tools were adapted for

the study.

Descriptive Statistics in form of means and its percentages in respect to the teachers’ responses on the level of

Availability and Adequacy of Play Materials in primary schools were analyzed and presented in a tabular form.

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Table 1: Level of Availability and Adequacy of Play Materials

Teachers’ Responses on Availability and Adequacy of Play Materials

Types of play

Materials

Available

Not

Available

Adequate

Not

Adequate

Modelling of

Objects

27.0%

73.0%

12.2%

87.8%

Story Telling

flips

100.0%

Role play

Materials

15.0%

85.0%

5.0%

95.0%

Games

100.0%

Visual

Materials

6.0%

94.0%

95%

Touch

Materials

27.0%

73.0%

24.0%

76.0%

Use of Dolls

100.0%

Object

Constructions

18.3%

81.7%

7.0%

93.0%

Source: Field Data

RESULTS AND DISCUSSION

The findings on availability show that most of the play materials were not available in most primary schools as

shown by the responses from the majority of the teachers as follows. Some of them were completely

unavailable. 60(73.0%) on building blocks, 82(100%) on story telling sets, this were completely

unavailable.70(85%) on pretend play materials, 82(100%) on board and card games, this were completely

unavailable. 77(94.0%) on digital materials, 60(73.0%) on sensory learning materials, 82(100%) on

multicultural dolls, this were completely unavailable and 67(81.7%) on sand play and space construction. This

implied that most of the teachers were convinced that availability of play materials was essential for classroom

tasks to equip learners with appropriate and knowledge and skills. Availability of appropriate play materials

was a prerequisite for teachers’ efficacy in teaching Religious Education skills. Williams, (2020) explains that

the use of play caters for individual learner differences, because some children learn better by moving, seeing

and touching. Play materials makes learning enjoyable and accessible, this increases motivation and makes

learning appealing. By catering to different learning styles, play based learning accommodates all with varied

abilities and also creates a positive learning environment because play materials foster a relaxed and interactive

atmosphere, allowing children to participate actively by asking questions and also have an open discussion

about religious topics.

The findings on inadequacy show that most of the play materials were not adequate for those that were

available in most primary schools as shown by the responses from the majority of the teachers as follows.

Some of them were completely unavailable.72(87.8%) on building blocks, 82(100%) on story telling sets, this

were completely unavailable. 72(87.8%) on pretend play materials, 82(100%) on board and card games, this

were completely unavailable. 78(95.0%) on digital materials,62(76.0%) on sensory learning

materials,82(100%) on multicultural dolls, this were completely unavailable and 76(93.0%) on sand play and

space construction. The findings show that most of the primary schools did not have most of the play materials

and for those that were available were not adequate. This was a critical issue, given that play materials

availability and adequacy made teaching easy and contributes to quality learning outcomes in primary schools

( Mwonga , et. al., (2012). This finding is also in agreement with a study by Likoko, et al., (2013) who

established that adequate play materials positively contributed to pupils’ academic performance. Therefore,

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inadequacy of play materials negatively affected learners' acquisition of Religious Education instruction for

acquisition of knowledge and skill in Baringo Central Sub County.

Inadequacy and availability of play materials could be attributed to the location of most of the primary schools

which were located in rural settings in the sub county. A study by Rotumoi and Too (2012) found challenges

of inadequate play learning materials and shortage of trained teachers. This finding is also in agreement with a

study by Likoko, et al., (2013) who established that adequate play materials positively contributed to pupils’

academic performance. This is applicable to all subjects’ in primary schools which is made possible if play

materials were made available and to ensure adequacy.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The Summary of the Findings

Most play materials were not available and were not adequate in most public primary schools in Baringo

Central Sub County. This was most likely due to the fact that the public primary schools were located in areas

characterized by low socio-economic status. Therefore, parents of those schools could not afford to purchase

them.

CONCLUSIONS

Basing on the summary of the findings, it can be concluded that, adequacy and availability of play materials

was essential and vital for this decides children's socialization, acquisition of knowledge and skills and

advancement of psychomotor aptitudes. This fosters deeper understanding, engagement and the development

of essential skills in a way that is both effective and enjoyable for learners. This is made possible by the

teachers through the use of available and adequate play materials. The play materials were necessary in

teaching Religious Education subject and more so other subjects also.

RECOMMENDATIONS

The recommendations are that, school board of management should bring all stakeholders on board for

financial support through fundraising and donations in public primary schools that are under the community to

ensure that relevant play materials are available and adequate, to ensure the learners benefit from them by

developing competence and acquisition of knowledge and skills for Religious Education subject. Counties

should also budget some finance to purchase relevant resource materials for public primary schools. The

government should allocate a budget for resource allocation to equip all primary schools. On pedagogical

skills, teachers should be retrained through organized in-service courses and workshops to be facilitated by

Kenya Institute of Curriculum Development (KICD) to update them on current curriculum issues that impact

positively on classroom instruction such as use of play-based methods for acquisition of knowledge and skills

in all subjects.

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