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

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.