In recent years, the global educational landscape has witnessed a progressive shift towards embracing innovative pedagogical approaches that prioritize holistic child development. One such approach, “learning through play,” has garnered significant attention for its potential to transform early childhood education, particularly in contexts where traditional methods have predominated. In a groundbreaking study conducted by Otwate, Kitsao-Wekulo, Nampijja, and colleagues, published in ICEP in 2025, the nuanced dynamics of implementing learning through play among preschoolers in Kenya are explored with exceptional insight. This comprehensive investigation uncovers the multifaceted facilitators and barriers that affect the integration of play-based learning in Kenyan early childhood settings, offering critical implications for educational policy, practice, and future research.
At its core, learning through play is an educational philosophy that posits play not merely as a recreational activity but as a fundamental mechanism through which children acquire cognitive, social, emotional, and physical skills. This paradigm challenges conventional didactic methods, emphasizing child-led exploration, creativity, and problem-solving. The study by Otwate et al. contextualizes this approach within the Kenyan preschool environment, an area where educational innovation faces unique socio-economic and cultural challenges. The authors systematically examine how contextual factors—from resource limitations to societal perceptions—shape the uptake and effectiveness of learning through play.
A significant finding of the study lies in the identification of key facilitators that enable successful implementation of play-based learning. Foremost among these is the recognition by educators and caregivers of play as a legitimate and valuable component of early education. Increased awareness and positive attitudes towards the potential cognitive and developmental benefits of play correlate strongly with adoption rates. Professional development opportunities, where teachers are trained in play-based pedagogies, significantly enhance their confidence and efficacy in embedding play within curricula. These training programs emphasize not only theoretical knowledge but also practical strategies to operationalize play in diverse classroom settings.
However, the research also highlights a plethora of barriers that stymie widespread implementation. One pervasive challenge is the scarcity of adequate learning materials and safe play spaces, which are essential for facilitating enriching play experiences. In many Kenyan preschools, overcrowding, limited budgets, and infrastructural constraints create environments where supervised play is difficult to manage effectively. Furthermore, entrenched cultural beliefs that prioritize rote learning and academic achievement over play pose significant resistance. Many parents and some educators regard play as frivolous or secondary, potentially undermining children’s preparation for formal schooling.
Socioeconomic disparities further complicate the landscape. The study reveals that preschools in affluent urban areas tend to have better resources and institutional support for learning through play compared to their rural and underprivileged counterparts. This inequity exacerbates educational inequalities, underscoring the need for policy interventions that allocate targeted funding and technical assistance to marginalized communities. The authors argue that without addressing these systemic issues, play-based learning risks becoming an elitist practice, accessible only to a privileged few.
The research methodology employed by Otwate and colleagues is particularly noteworthy for its mixed-methods design, combining quantitative surveys with qualitative interviews and observational data. This comprehensive approach enables a holistic understanding of both the measurable impacts of play-based pedagogy and the lived experiences of educators, caregivers, and children. Through direct classroom observations, the authors document how children engage with play materials, interact with peers, and navigate structured versus unstructured play activities. These detailed insights enrich the quantitative findings, grounding them in real-world contexts.
Importantly, the study situates its analysis within the broader developmental psychology framework, drawing upon established theories such as Vygotsky’s social constructivism and Piaget’s stages of cognitive development. This theoretical anchoring elucidates why play serves as a critical vehicle for learning, as it fosters social interaction, scaffolding, and assimilation of new concepts. The authors argue persuasively that in the Kenyan context, where community and relational ties are strong, leveraging play as a social and interactive medium aligns well with indigenous educational traditions, provided that systemic barriers are addressed.
Technological advancements also emerge as a double-edged sword in the Kenyan preschool context. On one hand, the integration of digital tools and interactive educational media can enrich play experiences and overcome material shortages. On the other, access disparities and concerns about screen time and supervision present challenges. The study’s nuanced discussion invites stakeholders to critically appraise how technology can be judiciously incorporated into play-based curricula without compromising the developmental authenticity that hands-on, multisensory play affords.
A particularly striking aspect of the research is the role of caregiver and parental involvement in reinforcing learning through play. The authors present evidence that homes where parents engage actively with children’s play activities witness enhanced developmental outcomes. This revelation spotlights the importance of community engagement programs and awareness campaigns designed to educate families about the value of play and practical ways to nurture it in domestic settings. Given that many Kenyan children spend significant time outside the classroom, creating synergy between school and home environments is vital.
Moreover, the study delves into policy landscapes, analyzing how national education frameworks support or hinder play-based learning. While Kenya’s Early Childhood Development Policy acknowledges the importance of holistic development, implementation gaps persist due to insufficient guidelines, monitoring mechanisms, and resource allocation. The authors critique these shortcomings and call for more explicit incorporation of play principles in curricular standards, teacher training curricula, and quality assurance assessments.
In examining teacher perceptions and workload, the study uncovers that educators often face competing demands, balancing curriculum coverage, assessment pressures, and administrative tasks. This environment curtails their capacity to innovate and devote time to play facilitation. Addressing teacher burnout and providing adequate support structures emerge as necessary conditions for sustainable implementation. The authors advocate for participatory approaches in policy-making that actively involve teachers in decision processes, thereby ensuring that reforms are grounded in classroom realities.
The implications of this research extend beyond Kenya, offering valuable lessons for other low- and middle-income countries grappling with similar challenges. The intersection of cultural norms, resource constraints, and educational aspirations forms a complex tapestry that shapes how play-based learning evolves globally. Otwate et al.’s work exemplifies how rigorous, context-sensitive research can inform adaptive strategies that respect local values while promoting evidence-based innovations.
In concluding their seminal paper, the authors underscore the transformative potential of learning through play as a lever for nurturing resilient, creative, and socially adept learners. They envision a future where play is not marginalized but integrated as a cornerstone of early education systems, contributing to the broader goals of inclusive, equitable, and quality education for all. This vision aligns with international educational agendas such as the United Nations Sustainable Development Goal 4, emphasizing lifelong learning and holistic child development.
Ultimately, the study by Otwate and colleagues serves as a clarion call to educators, policymakers, researchers, and communities to collaborate in dismantling barriers and harnessing facilitators that will make play-based learning a vibrant reality for Kenyan preschoolers. Its comprehensive analysis and practical recommendations provide a roadmap for transformative action, rooted in empirical evidence and cultural understanding.
As education systems worldwide continue to adapt to the 21st century’s complexities, embracing approaches like learning through play will be crucial for preparing young learners not only academically but also emotionally and socially. The Kenyan experience, as intricately detailed in this 2025 study, offers both inspiration and pragmatic guidance for stakeholders globally committed to reimagining early childhood education.
Subject of Research: Implementation of learning through play for preschoolers in Kenya, including its facilitators and barriers.
Article Title: Facilitators and barriers to the implementation of learning through play for preschoolers in Kenya.
Article References:
Otwate, P., Kitsao-Wekulo, P., Nampijja, M. et al. Facilitators and barriers to the implementation of learning through play for preschoolers in Kenya. ICEP 19, 10 (2025). https://doi.org/10.1186/s40723-025-00151-4
Image Credits: AI Generated
