Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Fortidas Bakuza

Department

Institute for Educational Development, East Africa

Abstract

This research study investigates parental and teacher support to early learning through Local Play. While play-based learning is widely recognized as essential in Early childhood care and education (ECCE), the integration of Local Play into formal early learning settings faces challenges, particularly in Uganda, due to insufficient support from parents and teachers. Drawing on sociocultural perspectives of early learning, this action research study focuses on one ECCE center in Arua City to explore how increased support affects learner engagement and skill development. The research questions examine how parents and teachers support and facilitate Local Play activities both at home and within lessons. Employed a qualitative study approach, data was collected through document analysis, lesson observations, interviews with one teacher and six parents, and an informal conversation with eight learners. Thematic analysis was employed to examine the qualitative data. During the reconnaissance phase, data revealed that teacher-led lessons resulted in passive learner engagement, with limited active participation. However, during the intervention phase, when the teacher seamlessly integrated Local Play activities into their lessons, learners demonstrated enthusiasm and engagement. They utilized their cultural knowledge to create role plays, games, and art projects that reflected their village life. The integration of play bridged the gap between school and home, facilitating peer collaboration and inspiring learners to enhance their play experiences. These moments of play-based pedagogy fostered important 21st-century skills, including creativity, collaboration, and problem-solving. The findings of this study suggest that play-based pedagogy positively contributes to the holistic growth of young children by nurturing essential skills that support future learning and overall life success. To capitalize on these promising results, ongoing professional development and workshops are recommended to strengthen parental and teacher guidance on Local Play as an informal early learning approach. Furthermore, conducting larger-scale research across diverse contexts can further validate the potential of locally relevant play in actively engaging learners from their respective home communities.

First Page

1

Last Page

117

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