Exploring parental involvement in supporting play based learning in selected early childhood education centres in Kitwe, Zambia.
| dc.contributor.author | Muyangali, Muyangali | |
| dc.date.accessioned | 2025-06-25T09:20:36Z | |
| dc.date.available | 2025-06-25T09:20:36Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | Parental involvement is positively associated with greater wellbeing of children in their earlier ages for the sake of educational success. The aim of this study was to explore the nature of parental involvement in supporting Play Based Learning (PBL) in Early Childhood Education. The study was guided by the following objectives, to establish the nature of parental involvement in supporting PBL, examine the perceptions of parents regarding their involvement in PBL and to establish strategies used to strengthen PI in supporting PBL in ECE settings. The study implored a qualitative approach and used case study design to have an insight on PI in supporting PBL. Data for the study was collected through semi-structured interviews with 12 parents whose children are in ECE and 3 focus group discussions with teachers teaching at ECE in Kitwe District. Particularly Zonal schools were purposefully selected for the study. Parents were selected from the same schools whose children attended ECE in the Zonal schools. The data collected was analysed thematically. Findings revealed that parents predominantly engaged with their children in PBL activities at home rather than at school. Parental activities at home include providing resources such as building blocks, toys, and engaging in games. While many parents actively support their children’s play and learning, challenges were observed, including limited knowledge of play-based learning (PBL) practices, such as how to effectively engage children and selecting activities that align with school-based learning as well as cultural dynamics, such as discomfort with a male parent engaging in play with a daughter. In contrast, school engagement by parents was minimal, often limited to obligatory activities such as attending meetings and open days. The study emphasises on the transformative impact of parental involvement in PBL, fostering holistic child development, strengthening family bonds, and creating a nurturing learning environment that bridges the home and school. It highlights the importance of strengthening communication, providing educational resources, and addressing systemic challenges to foster effective parental involvement in PBL. Recommendations included capacity-building workshops, home-school activity alignment, and increased investments in PBL resources. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9198 | |
| dc.language.iso | en | |
| dc.title | Exploring parental involvement in supporting play based learning in selected early childhood education centres in Kitwe, Zambia. | |
| dc.type | Thesis |