Strengthening the Capacity of Teachers on Play-Based Learning in Sub-Saharan Africa

Abstract

Quality early childhood education (ECE) can improve school readiness, positively influence learning outcomes, and increase primary and secondary school completion rates, particularly for marginalized children (1). Play is a valued and ever-present aspect of culture that has been found to promote positive learning experiences if fully utilized (2). Across Africa, play has been a key tool in children’s early socialization and development through songs, riddles, and games. Play is also a recognized tool for learning, which is reflected in policy commitments (3). However, teacher professional development does not always focus on building skills in play facilitation, a gap that warrants addressing. LtP approaches have been documented in several parts of Africa to improve learning outcomes for children. Still, there is a dearth of studies on how teachers’ competencies to facilitate LtP approaches confidently and effectively can be developed and supported.