Cross-Country Document Analysis of Play-Based Learning in Early Childhood Education in Zambia and Beyond

Abstract

This research examined the incorporation of play-based learning in Early Childhood Education (ECE) policies across Zambia and twenty other diverse countries. Through document analysis, it uncovers commonalities and disparities in play-based learning principles. While both Zambian and global documents emphasise the significance of play in child development, they differ in scope, regional practices, and emphasis on global advocacy and cultural variations. Zambia’s documents highlight specific practices, while global perspectives offer a broader international view. Both stress the multifaceted benefits of play in physical, cognitive, social, and emotional growth. In summary, the findings underscored a global consensus on the significance of play-based learning in early childhood education, emphasising its role in holistic child development. Additionally, they highlighted the imperative of recognising cultural diversity and aligning policies with child rights, particularly in the Zambian context. Furthermore, the recommendations were aimed at bolstering the effectiveness of play-based pedagogies in early childhood education. They advocated for celebrating diversity, fostering holistic development, and ensuring the availability of appropriate resources and guidelines to support this approach. These recommendations ultimately seek to enhance the quality of early childhood education in Zambia by embracing cultural diversity, promoting global collaboration, and aligning play-based pedagogies with local and international best practices.