Building a cohesive society through empowering teachers to implement play-based education in Kenya

• In Event: Strengthening Foundational Learning for Peace in Kenya: Teacher Empowerment, Playful Learning, and Collaboration

Proposal

ABSTRACT
Introduction
Millions of children and adults around the world are living amidst violence, conflict, and insecurity. With ongoing protracted emergencies and crises increasing, researchers, educators, and policymakers are committed to testing early childhood development (ECD) interventions that safeguard children and contribute to peaceful, resilient, and sustainable societies. Building a cohesive society requires inclusive and equitable early childhood programs such as play-based education, which can enhance positive interaction among children and support in the development of positive behaviors such as collaboration, conflict management, emotional regulations, and appreciation for diversity. Case studies from conflict and post-conflict settings in countries such as Chad, the State of Palestine, Northern Ireland, and regionally in Uganda reveal that play-based interventions during preschool years can encourage those involved in violence to re-focus their attention and priorities and eventually “transcend existing political divides”. ECD programs such as play-based education targeting the most vulnerable children such as those conflict-affected communities can serve as platform through which communities manage disputes and prevent conflict from escalating into potential violence and war. Further to this, setting up shared play-based centers in peaceful or worrying communities may buffer against psychological and physical stressors and make significant positive contribution to social cohesion and peacebuilding.

However, in many contexts including Kenya, there is a dearth of evidence on how to empower teachers to implement inclusive play-based education and programs that promote societal cohesion. In this study, we aim to promote the implementation of play-based learning approaches and empower teachers and parents in communities with histories of intra-and-inter communal conflict to jointly set up learning through play centers. We recognize that when empowered teachers involve communities, they also help forge and sustain relationships across ethnic, religious, social, and political divides which can avert conflict from spreading in one community or society to another and potential of escalating into violence.

Objectives
This study aimed to enhance preschool teachers’ capacities to effectively adopt, implement, and scale LtP approaches, with a shared goal to engage disadvantaged and at-risk of violent-conflict through promoting positive coexistence and sustained relationships. Play-based education programs will bring diverse communities together despite their race, religion, socio-economic, and cultural background to enhance peacebuilding messages shared through joint development of play-based materials.

Methodology
Using an action research design with mixed methods, the study involved 196 teachers, 198 parents, and 30 preschools across Kajiado, Kiambu, and Nairobi counties. Data collection included focus group discussions, key informant interviews, and structured questionnaires. Descriptive and thematic analyses were employed to interpret the data, focusing on facilitators, barriers, and capacity needs for implementing play-based education.

Results
Results indicate that the main learning through play activities that were integrated into daily home chores included washing clothes, cooking, and going to the markets. It is crucial to highlight that these LtP activities serve as primary socialization agents in children and between caregiver of diverse communities and societies. Further to this, findings point out that play-based learning activities such as team and sharing were used by teachers and caregivers to enhance social-emotional skills in children. The later skills play crucial role in supporting children to manage their emotions, cope with diverse cultures beyond preschool. The transition of such coping skills in children into adulthood imply that they stand out as problem solvers readily to strike peaceful initiatives between worrying communities, and promote cohesiveness in societies. Also, findings reveal that adequate play materials, teacher training, parental awareness facilitate LtP implementation, contributing to social cohesion through promoting inclusive play for children of diverse backgrounds and abilities. Meanwhile, barriers such as cultural beliefs, limited teacher capacities, and insufficient play-based resources that promote peacebuilding and cohesive messages were highlighted. Thus, training, community sensitization, and resource improvisation were identified as crucial enablers for empowering teachers to foster inclusive, cohesive learning environments.

Conclusion
Strengthening the role of teachers as catalysts for inclusive, gender-responsive play-based learning can foster a more unified society where diversity is embraced from early childhood. Fostering regular meetings and training between teachers, parents, and communities on development and integration of the materials into daily routines can promote peace building messaging and avert potential conflicts among diverse worrying communities. This will ensure well-being of children and return on investment for societies and economies because peace nurtured at early years prevails beyond adulthood over generations.

Implications
This study highlights the pivotal role of well-trained, empowered teachers in building a cohesive society through inclusive play-based education. Its insights provide a pathway for educators and policymakers to foster social harmony and equity from the earliest stages of development, laying the foundation for a more unified and resilient society through adulthood and ageing.
Keywords: cohesive, society, empowering, play-based, education, teachers

Authors

• Paul Wandera Otwate, African Population And Health Research Center

• Patricia K Kitsao-Wekulo, African Population and Health Research Center

• Margaret Nampijja, African Population and Health Reserach Center, Nairobi

• Nelson Kipkoech Langat, African Population and Health Research Center (APHRC)

• James Alan Oloo

• George Evans Odero Owino, African Population and Health Research Center (APHRC)

• Silas Odhiambo Onyango, African Population and Health Research Center (APHRC)