Advancing play-based learning through improved continuous professional development

The importance of play in early childhood education (ECE) cannot be overstated. It serves as a vital component in children’s development, influencing emotional, intellectual, and social growth. The effective implementation of play-based pedagogies relies heavily on teachers’ capacity and training. Hence the need for research to unearth evidence on teachers’ capacity for play-based learning to inform public policy in ECE.

A sequential mixed-methods methodology was employed which involved a qualitative study followed by a quantitative study to investigate teacher capacity building for play-based early learning.