Earlier this week during Uganda’s inaugural National Play Day at Kololo, hundreds of children, attended. Amidst the joyful atmosphere, the Ministry of Education and sports announced its ambitious plans to revive and empower the often-overlooked method of learning through play.
While officials delivered speeches for the occasion, the children paid little attention to their words. Instead, many were engrossed in building castles, crafting dolls, and exploring various play materials that had been provided for the exhibition.
“These are many play materials, can we take some at our school, we don’t have these them?” one of the children from Nakivubo Blue Primary School observed.
The play materials encompassed a diverse array of categories, primarily designed to support various concepts across different learning areas such as numeracy, literacy, and essential life skills like collaboration and critical thinking.
The materials ranged from locally crafted items to pre-made and digital resources, offering a comprehensive toolkit for educational exploration. The scene of children occupied in the exploration of these materials was truly captivating, with their enthusiasm and curiosity shining brightly. Being of different schools and social-economic background was not a matter to them.
When the chief guest arrived and officials attempted to usher the children into organized seating arrangements for a formal address, chaos ensued. Many children resisted the idea of leaving the play areas, prompting a running series of negotiations between teachers and eager youngsters who were reluctant to abandon their newfound sources of joy and learning.
The scenes at the event caught the attention of Phoebe Kasoga, the Country Director of Plan International Uganda. Witnessing the children immersed in joyful learning experiences, she was inspired to engage teachers, parents, and policymakers in a discussion about the importance of incorporating play-based learning into education.
“We often see teachers facing challenges in teaching concepts, such as mathematics,” remarked Kasoga. “Yet, there are more effective, play-based approaches to handle such topics. Learning through play not only makes education interesting but also offers numerous advantages.”
Play-based learning is far from a new concept; indeed, it has been an integral part of education for centuries. Even in the early days of formal academic education in Uganda, play was intricately intertwined with learning, particularly in the lower classes.
Reminiscing about the past, older generations recall school days marked by playful activities where boys would remove their shirts and girls remained in their dresses. Playing in the fields, getting their hands dirty in the soil, singing songs, engaging in simple physical exercises, and crafting childish creations were all common occurrences.
Amidst these games, teachers seamlessly integrated fundamental lessons, teaching children essential skills such as cooperation and sharing. Sometimes, children were given the freedom to explore and create on their own, under the watchful guidance.
Moses Ssekadde, grandparent and resident of Kibuli was at the event. He fondly remembered his school days as incredibly enjoyable. “For the lower classes, spending more time playing, singing, and engaging in such activities was the norm, surpassing the time spent in traditional classes, unlike many schools today,” he reflects.
Ssekadde elaborated on how the games learned at school seamlessly transitioned into home life and eventually became embedded within communities. He recounts how games like “sipolingi” evolved as children creatively adapted English words they heard into their own playful versions.
“The teachers would design letters or numbers and hide them,” he explained, “so we would sing, ‘Number one, where are you?’ as we searched for the hidden items around the classroom or even in open spaces. When spotted, the response would be, ‘Here I am!’ It was incredibly engaging.”
Ssekadde recalled that schools back then prioritized spaces for play, with swings and playgrounds being commonplace. These environments facilitated not only physical activity but also imaginative and social play among students.
As he rightly stated, the curriculum included learning areas known as CAPE, an acronym for Creative Arts and Physical Education. CAPE 1 encompassed Music, Dance, and Drama; CAPE 2 focused on Art and Technology, incorporating activities such as drawing, design, and woodworking; and CAPE 3 emphasized Physical Education for maintaining physical fitness. It was within CAPE 3 that much of the play-based learning occurred.
However, somehow during current times there grew a perception that play is just trivial to learning. Many so-called “serious” schools have sidelined play in favor of rigorous academic and rote learning methods.
In these settings, nursery and primary children may spend entire days confined within four walls, with little opportunity for play. Those who attempt to engage in playful activities may even face punishment, such as being caned, for deviating from strict academic pursuits.
Additionally, there’s been a progressive decline in the availability of play areas within school settings. In numerous communities where public schools once featured plentiful play spaces, these areas have diminished as they are being sold and replaced with blocks and concrete. Even in the establishment of private schools, the focus has shifted towards building classrooms, often overlooking the incorporation of play areas entirely.
Ketty Lamaro, permanent secretary ministry of education, acknowledges that its undeniable significance, play is often overlooked or undervalued in our education system. She also points out that in many communities, children lack safe and accessible spaces to engage in play.
“This is a reality we must change. Every child deserves the opportunity to play freely, to run, to jump, and to dream without barriers. It’s on the this basic that play grounds are considered a basic requirement for any school to be licensed or registered by the Ministry of Education and Sports,” Lamaro noted.
She added that the Ministry of Education is committed to work with stakeholders including parents to ensure that play is emphasized in teaching and learning through retooling teachers, providing instructional materials and sharing effective practices for learning through play.
The permanent secretary further noted that the ministry has started a process of developing the National Guidelines for Learning through Play with the National Curriculum Development Centre and Basic Education Department are leading this process.
In support of learning through play, Munir Safieldin, the UNICEF Representative to Uganda, announced that the UN child agency will be constructing 72 new well-facilitated playgrounds near early childhood development centers across Uganda.
“Our collective aspirations are straightforward: we advocate for Time to Play, Space to Play, and Quality of Play. We urge decision-makers to prioritize policies, training, and funding to integrate play into educational and community settings. We call for investment in diverse, inclusive, and safe play spaces, along with enhanced resources and support for teachers, caregivers, and community facilitators to unlock the transformative potential of play for all children, especially the most vulnerable,” said Safieldin.
Janet Kataha Museveni the minister of education noted as the ministry moves to support and awaken learning through play teachers, parents, and communities ought to dispel the misconception that play is trivial, insignificant, counterproductive, or merely a pastime for children.
“When children are supported to learn through play, their life skills and values are enhanced; they become morally and spiritually upright and emotionally intelligent. Play shapes their cognitive and communication skills. It also helps children to become strong problem solvers and critical thinkers. Besides this, play contributes to human capital development right from the initial stages of a child’s life, so that by the time they begin formal education, they have an idea of what they want to be,” said the minister.
Utilizing play for learning has emerged as a crucial tactic in fostering student engagement, inclusivity, and comprehensive skill-building, extending beyond early childhood education. Research indicates that play serves a multifaceted role beyond mere entertainment for young children, contributing significantly to brain development, with 80% completed by age three and 90% by age five.
In march this year, the UN General Assembly acknowledged the significance of play-based learning by establishing an International Day of Play, to be commemorated annually on June 11th. This designation underscores both the child’s fundamental right to play and the pivotal role of play in the learning process.
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