Exploring the influence of the home environment on play based learning in early childhood education in Mazabuka district, Zambia.
The influence of the home environment on play-based learning in early childhood education is significant, particularly in shaping children’s readiness and engagement within formal learning settings. This study explored how elements of the home environment impacted PBL in selected Early Childhood Education centres within Mazabuka District, Zambia. The study utilized a qualitative case study approach, engaging a purposive sample of size 25 participants which included 5 teachers and 20 family members from various households. Data was collected through interviews and focus group discussions and analysed using thematic analysis. Findings revealed that families provided varying levels of support for play-based learning at home, with elements such as adaptable play spaces, accessible educational resources, and active parental involvement playing crucial roles in children’s learning and development. Parents generally viewed PBL as beneficial, though they faced obstacles, including safety concerns, screen time distractions, and limited resources. The study also identified a significant relationship between how play was conducted at home and children’s engagement in structured PBL activities at ECE centres, where factors like family adaptability, community support, and interest in training enhanced alignment with school-based learning. Overall, the study concluded that an enriched home environment and positive family attitudes towards play-based learning significantly enhance children’s learning in Early Childhood Education. The study recommended developing parent-focused engagement programs, community-based training, and support for affordable play resources to foster a more conducive environment for PBL at home. Keywords: Early childhood education, Home environment, Parental involvement, Play-based learning
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