Ask any preschool teacher and they’ll tell you that their classroom is a vibrant environment, filled with the sounds of giggles, games, music, clattering feet and the occasional tears. Is it overwhelming? Yes, sometimes.
But this bustle of play-based activity is an essential ingredient in childhood learning.
Giving children a strong start
The first few years of a child’s life are critical because this is when the brain develops at its fastest rate and when children are most receptive to learning.
Numerous studies, including the OECD’s International Early Learning and Child Well-being Study, have highlighted the importance of giving children a strong start in the early years to improve their educational outcomes and overall wellbeing later in life.
Research also shows that certain characteristics increase the impact of early years provision. One of these is play-based learning, as identified by the International Education group at Cambridge University Press & Assessment.
Why is play so important?
Play is generally seen as something to enjoy, but it also helps children make significant progress across all areas of development. It promotes executive function — the mental skills that help us manage everyday tasks — encouraging positive learning behaviours such as focus, self-regulation and resilience.
Play-based learning also supports cognitive and physical development by allowing children to build their working memory and make connections through active participation.
High-quality early years education embraces a mix of engaging activities designed to teach valuable skills and behaviours.
A teacher reading a story aloud develops children’s listening skills while building their understanding and appreciation of spoken language. Simple counting and number games develop mathematical literacy.
Role-play activities, such as dressing up, encourage sharing and empathy, while a pretend shop gives children the opportunity to develop their social and communication skills and learn about money.
Teachers make all the difference
Play-based learning truly comes alive when children are free to explore, try new things and follow their own interests. However, this freedom is not without structure. The most effective teachers are like friendly coaches on the sidelines.
They join in, nudge ideas along and spark new ways of thinking, stepping in at just the right moment to offer guidance or cheer children on.
This kind of encouragement creates a nurturing environment where children strengthen their problem-solving skills and self-control — all important steps in their educational journey.
To get the best from playful learning, skilled teachers allow children to explore a variety of activities while working towards the same learning goal.
By carefully observing children’s interests and behaviours during play, teachers can create environments full of excitement and possibility.
They also ensure that every activity is appropriate for the individual child, recognising that development does not always occur at the same pace.
Early childhood education critical building block for future success
The belief that “formal learning starts later” continues to shape early childhood development practices across Sub-Saharan Africa. However, awareness of Early Childhood Education (ECE) is increasing, with governments recognising its fundamental role in children’s development.
Despite this growing awareness, compulsory schooling continues to receive the lion’s share of funding and policy attention, while much early childhood education still takes place in unregistered and unregulated settings.
Expanding access to formal Early Years programmes, supported by structured quality standards and a consistent framework that can be adapted locally, should remain a priority for governments across the continent.
Collaboration will help embed early learning across communities
Some of the major challenges facing early years education in Africa include limited funding, a shortage of trained early years teachers, uneven infrastructure, and disparities between urban and rural areas.
To implement effective ECE programmes across Africa, governments, the private sector and development partners must work collaboratively.
The writer is the Regional Director, Sub-Saharan Africa, International Education, Cambridge University Press & Assessment
