Evidenced-based solutions in play-based learning
With a focus on Global South partner countries, GPE KIX research contributes to the global evidence base on play-based learning and offers examples of practices and innovations that are effective, such as supporting and training teachers in play-based pedagogy, using older children as facilitators to expand access, and engaging parents and community members.
- In terms of supporting teachers, our synthesis report argues the need for hands-on learning opportunities for equipping pre-service and in-service teachers with practical training and skill development. In Rwanda and Mozambique, the Gender Responsive Education and Transformation project observed classroom activities to identify areas where teachers had skill gaps, which were subsequently addressed through coaching and mentoring sessions. There, peer-to-peer learning and communities of practice emerged as a valuable method for capacity building, and teacher training led to greater use of play-based pedagogy. Through the Teacher Capacity for Play-Based Learning project, teacher training in Ghana and Sierra Leone emphasized strategies for promoting equal participation among boys and girls, while accommodating their unique learning styles. This training contributed to a decrease in discriminatory practices and enhanced teachers' ability to effectively deliver play-based learning.
- To expand play-based learning and access to ECE, especially in rural areas or regions with teacher shortages, the Child-to-Child project in Ethiopia, Malawi and Uganda involved older children as facilitators to help younger children acquire literacy and social skills in communities where formal preschools are either unavailable or not well equipped. Its findings affirmed that children in rural Africa benefit from multi-age play groups led by older peers.
- Active engagement of parents and the wider community was key to help schools effectively implement play-based learning collaboratively within local contexts. GPE KIX projects acknowledged that early learning models should tailor pedagogy to embrace culturally relevant practices and meet the diverse needs of communities. Research projects used local language, materials, and activities – such as singing, indigenous games, and storytelling – and capitalized on locally available resources, both human and material, to support play-based learning. GPE KIX project activities included developing resources designed to strengthen the capacity of parents and enhancing parental engagement through regular meetings and workshops. As a result, parents and community members contributed significantly to supporting play-based learning activities by mobilizing local materials and equipment.
Implications for sustaining and scaling quality ECE and play-based learning
GPE KIX projects used different strategies to sustain and scale quality ECE and play-based learning innovations at national and local levels, including:
- Capacity building of national stakeholders, both at the policy and practice levels, including teachers, parents and caregivers
- Contextualizing ECE initiatives by using indigenous resources to support learning
- Ensuring strong community partnerships and civil society engagement
- Mainstreaming effective ECE innovations and play-based learning into curricula, education sector plans and budgets.
For instance, in The Gambia, Kenya and Nigeria, the Positive Early Learning project reviewed the pre-primary curriculum to integrate play-based learning and strengthened capacities of national stakeholders.
The new play-based curriculum was tested in selected ECE centers and evidence from the project interventions in these three countries reflected positive changes.
The Scaling the School Readiness Initiative project in Zambia integrated play-based learning into the teacher training curriculum through dedicated competency-based modules that offer comprehensive guidance on incorporating play-based activities across different subjects.
Additionally, it created documentaries highlighting successful play-based learning practices and shared them through online platforms, teacher training colleges, and workshops to inspire more educators and foster collaboration.
Other approaches used by GPE KIX projects and national stakeholders to promote the scalability and sustainability of quality ECE initiatives included using tools such as the Better Early Learning and Development at Scale ECE Accelerator Toolkit to support countries in integrating ECE into the broader education sector plans and budgets.
In Kyrgyzstan, guidance from GPE KIX Better Early Learning and Development at Scale project led to the Ministry of Education revising its national curriculum to remove bias, promoting more equitable interactions and learning materials in ECE.
In South Sudan, it led to national ECE policy, strategy and implementation plan and allocation of 13.6% of the total 2022 education budget to ECE.
GPE KIX’s continued support to research on quality ECE and play-based learning
Findings from GPE KIX synthesis report and a scoping study to inform new research projects highlight the importance of collaborative efforts among governments and various stakeholders to promote play-based learning initiatives.
While many countries are adopting new ECE curricula integrating play-based learning, national representatives from GPE partner countries in our scoping study highlighted wider challenges, including the frequent disconnect between curriculum and learning objectives at the ECE and primary levels, creating obstacles for young children as they transition to primary school.
Other representatives pointed to the limited ECE quality services available and lack of teacher training to meet the specific needs of marginalized children, including those with disabilities, from minority language groups, or living in conflict-affected countries.
These findings helped shape the focus of a GPE KIX call for applied research projects (2024–2027).
With these new research projects, KIX seeks to build on emerging findings on play-based learning to strengthen the evidence base on inclusive early learning and pedagogical interventions that ensure foundational skills and school readiness for smooth transition to primary school.
Research into practice
Resources are available to support government officials, policy makers, practitioners and researchers in turning evidence into practice:
- Policy brief: to be used in meetings with policy makers and practitioners
- KIX research brief: the summary of national priorities and research gaps for improving quality ECE
- Infographic: the findings of GPE KIX synthesis report presented in a graphic way.