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

  • July 2023
  • Short Report

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.



Post-Doctoral Research Scientist

Silas Onyango

Silas Onyango is a Post-doctoral Research Scientist in the Human…

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Research Officer

Paul Otwate

Paul leads on planning, implementation and evaluation of all Knowledge,…

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Research Officer

Linda Oloo

Linda is a Research Officer whose work mostly focuses on…

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Research Scientist

Margaret Nampijja

Dr Margaret Nampijja is a developmental psychologist with a medical…

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Nelson Kipkoech Langat

Nelson is responsible for data management and analysis in projects…

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Communications Officer

Charity Waweru-Mwangi

Charity Waweru-Mwangi is a Communications Officer in the Synergy Unit…

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Head of Early Childhood Development (ECD)

Patricia Kitsao-Wekulo

Patricia obtained a PhD in Psychology from the University of…

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