Learning through Play in Emergencies: Lessons Learned in Implementing Learning through Play in Acute and Protracted Crises

Group Submission Type: Formal Panel Session

Proposal

Play is an important way that children gain essential knowledge and skills, and growing evidence shows the integration of play-based learning methods can improve holistic learning including physical, cognitive, social, emotional, and creative skills (Dore, Smith, & Lillard, 2015; Tominey & McClelland, 2011; Toub et al., 2016; Zosh et al., 2017). Additionally, evidence shows that engaging in structured playful activities with adult role models like parents and teachers can mitigate the effects of exposure to toxic stress for children facing adversity, including crisis-affected children (Shonkoff, 2012). The integration of play-based methods into home-based and school-based education programs in crisis-affected settings, like acute and protracted conflict and global health pandemics, can support improved holistic learning and psychosocial well-being for children. While emerging evidence highlights the role of LtP in stable contexts, and some projects have begun to understand LtP in low- and middle-income countries and some refugee contexts, there is an emerging evidence base on LtP in emergency response contexts.

Learning through Play (LtP) and play-based teaching methods has been described by the following five characteristics: meaningful, actively engaging, socially interactive, iterative, and joyful (Zosh et al., 2017). In education contexts, LtP can be seen through pedagogical approaches like inquiry-based learning, discovery, and problem-based learning (Parker & Thomsen, 2019). Such methods provide an opportunity for children to become part of the learning process with deeper engagement and development of skills to be critical and active thinkers. Additionally, this shift in pedagogical approaches moves from the traditional view of children as passive recipients of knowledge from teacher or parent to guided forms of learning, providing a level of agency and empowerment to be transformative individuals. LtP as a pedagogy provides a promising opportunity to develop informed leaders and active citizens to address the complex crises in communities and societies.

How LtP is understood and operationalized across contexts and by various stakeholders varies, particularly given the contentious nature of the word ‘play.’ While the LEGO Foundation provides a framework for understanding LtP, its operationalization across different contexts varies. This is particularly true as global insecurity and climate change persists and more children are forcibly displaced or excluded from education. Quality education delivery in crisis response and protracted crises needs to take a holistic and socio-ecological approach. Education provides a prime opportunity for multi-sectoral response, considering sectors like Child Protection and Psycho-Social Support amongst others, to nurture children’s cognitive, physical, emotional, social, and creative development. Moreover, engaging parents in EiE delivery, particularly in contexts of school closures and early childhood education and development, is critical for addressing children’s immediate needs and supporting success in future learning and life outcomes.

The following abstracts bring together lessons learned from global acute and protracted crises. The first presentation comes from the PlayMatters Emergency Response Mechanism in conflict-affected Ethiopia, drawing on lessons learned in school-based LtP application. The second presentation highlights Save the Children’s response in Ukraine to provide play-based MHPSS and learning opportunities. The third presentation unpacks the intersection of chronic and acute crises in Right To Play’s play-based education response in the West Bank and Gaza. The final presentation examines the role of LtP in home-based education interventions with parents in Plan International’s response to the COVID-19 health pandemic.

This panel highlights opportunities and lessons learned in implementing and operationalizing Learning through Play in education responses in diverse emergency contexts across the globe. These findings and following discussion highlight opportunities for global EiE actors across research, practice, and policy to integrate evidence-based Learning through Play in EiE contexts to support children’s access to holistic quality education.

Sub Unit

• Education in Conflict and Emergencies SIG

Chair

• Jonathan Kwok, International Rescue Committee

Individual Presentations

• Learning through Play in the PlayMatters Ethiopia Emergency Response Mechanism - Jonathan Kwok, International Rescue Committee; Tsegaye Lolaso Lenjebo, International Rescue Committee; Anne C Smiley, IRC

• Learning through Play in Response to COVID-19 in Myanmar - Lisa Ewertson, Plan International Denmark; Irene Kruse, Plan International Denmark

• Learning through Play in Ukraine Response - Romilla Karnati, Save the Children

Discussant

• jill popp, LEGO Foundation