How play-based learning approaches nurtured social, emotional, creative skills among students: Reflections from a teacher professional development initiative in Rwanda

• In Event: Intersectoral Approaches to Education in Humanitarian Crises and Emergencies (I)

Proposal

Holistic education is closely related to education for social justice. Holistic education is an approach to learning that focuses on the development of the whole individual, encompassing their intellectual, emotional, social, physical, and cognitive dimensions. It goes beyond the academic curriculum to address the overall well-being and growth of students, encouraging them to become well-rounded individuals. It emphasizes fostering a compassionate understanding of the world around them, and it develops learners' critical thinking skills to navigate the interconnections among these issues and to examine complex issues such as inequalities in an interconnected manner. Holistic skills, sub-skills and competences such as social, emotional, cognitive, collaboration, empathy, compassion, global citizenship, critical thinking provide the foundation for individuals to actively engage in collective action in societies.
As individuals develop and nurture these skills, they enhance their capacity to act, with the potential to contribute to positive social change and promote justice and equality. Play-based learning has emerged as one of the important strategies to promote student engagement and development of holistic skills (Parker et al, 2022). Research points to learning through play as a promising pedagogy that is correspondingly expansive in its aims and outcomes for learning (Marbina et al., 2011). It is worth noting that the focus on the whole child development is a key distinguishing feature of learning through play when compared with other less-playful educational approaches regarding outcomes (Allee-Herndon and Roberts, 2020).
Our paper will present findings from a learning study that documented the experiences of learners and teachers, who are using and engaging with ‘learning through play with technology’ (LtPT) approaches in Science and Elementary Technology (SET) Lessons as part of the project. The project seeks to integrate Learning through Play with Technology (LtPT) methods into SET teaching by upgrading teachers’ professional development and practices to deliver engaging and playful pedagogies in Rwanda. This approach integrates play-based pedagogies into tinkering and making, coding and robotics.
The study adopted a qualitative and interpretive approach to explore the implementation of the LtPT approach in SET lessons across six participating schools from the perspective of those delivering and participating in these approaches. Our method was based on interpretivist approach, which emphasises the exploration of the way that social actors experience and interpret the world they participate in. This involves drawing on multiple sources of qualitative, in-depth data collected through interviews, observations or focus groups to construct a picture of subjective ‘realities’ (Robson and McCartan, 2016).
This study explored the views and practical experiences of different stakeholders, including school staff (teachers, headteachers, and Directors of Studies), community members (parents and caregivers), and learners themselves in the selected six schools through participatory focus group discussions and one-to-one interviews. Drawing on six schools as illustrative, deep-dive case studies, the study looked at the lived experiences of those who deliver and engage with the LtPT approach in SET classrooms. It explored how the training is applied by teachers and their coaches inside of the classrooms, with support from Plug-in Play project and documented how adopting play based pedagogical approaches contributed to development of holistic skills among learners. This study is the first of three deep-dive studies that will be conducted as part of a learning partnership between the implementer of the programme and independent research organisations, to enhance ongoing programme adaptation for Plug-in Play.
Study findings show that group work and questioning techniques are amongst the key teaching strategies teachers apply to encourage the development of collaboration and communication skills of learners participating in the project. Additionally, teachers reported adopting a wider range of learner centred teaching strategies: a move away from learning using the blackboard only to hands-on activities and energisers, helping to keep learners engaged and motivated to learn. Furthermore, the study noted improvements in the way gender, equity and inclusion are considered in lesson planning and delivery with activities structured more for mixed ability groups.
Qualitative interviews also suggest that adopting play-based teaching pedagogy created positive learning environments through improved interaction between the teachers and learners. Furthermore, participants referred to teachers increased acknowledgement and support for child agency. This is exemplified by teachers allowing learners the autonomy to explore SET teaching resources and by learners’ increased willingness to ask questions and initiate follow up discussions. It emerged that teachers trained in LtPt methods encourage learners to ask questions, ‘think independently’ and to lead their learning, and continuously assess their understanding of lesson content.
Additionally, the study found that learners engaged with the LtPT approach in SET lessons demonstrated more creativity and motivation. The hands-on, practical approach to activities in the SET lessons has encouraged learners’ to independently explore creating objects using alternative materials outside the classroom.
Furthermore, our findings indicate that learners’ participation in activities that include presenting their creations during SET lessons had positive impact on their confidence and leadership skills. In particular, respondents observed that the emerging boost in confidence helped them overcome shyness and they are more eager to speak or present in large groups.
Finally, learners also expressed aspirations to study SET at secondary school and beyond, to prepare them for STEM employment. including in areas such as climate change. The questioning skills which learners are developing are important for employment in STEM. Moreover, and crucially, the developing inquisitive nature of learners will help them to question inequalities and will underpin their future efforts to work towards addressing these.

Author

• Juliet Kotonya, NFER