Enhancing Early Numeracy through Play-Based Learning: A Case Study Using Counting Games and Visual Aids in a Ghanaian Kindergarten Classroom

This study investigated the effectiveness of counting games and visual aids in enhancing early numeracy skills among Kindergarten Two (KG2) learners in Ghana. The target population comprised 120 learners from two public schools in the Tema Manhean District of the Greater Accra Region. Using Cohen’s (1992) statistical power guidelines, 60 learners were randomly selected and assigned to experimental and control groups through a true experimental design. The experimental group received a four-day intervention incorporating play-based strategies and visual tools, while the control group received traditional instruction. Pre- and post-test assessments measured numeracy skills. The experimental group showed statistically significant improvement (Z = -3.30, p = .001, r = .60), while the control group did not. A Mann–Whitney U test confirmed the superiority of the intervention (U = 247.50, p = .003). Observational data revealed increased engagement and effective use of materials among learners in the experimental group over time. These findings suggest that culturally relevant, play-based instructional strategies significantly enhance early numeracy and learner engagement, particularly in resource-constrained educational settings. The study highlights implications for early childhood education practice and provides directions for future research.