Stakeholder perspectives of PBL and their involvement in the implementation of play pedagogy in selected Schools offering ECE in Southern and Central Zambia

Abstract

While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive research paradigm, this study revealed a disjuncture between the positive perception held by the stakeholders on play and PBL to the reality of play-based learning in the ECE schools. The researchers asked three questions: 1. What are the perceptions of parents, community, and school administrators (teachers and administrators) regarding play and play-based learning? 2. How do these stakeholders get involved in PBL? 3. And what factors influence their involvement? The researchers collected data through key informant interviews (KII), focus group discussions and classroom observations. The study established that the involvement in PBL varied among stakeholders. For parents and community members their involvement was often based on solicitation by the school administrators and external development agencies - as opposed to volunteering postulated by Epstein’s theory of parental involvement employed in the study. Among the factors that influenced their participation was a general lack of a clear understanding of PBL and their role and functions in PBL and ECE in general. Thus, the study recommends capacity building in PBL for parents, community members and school administrators.