Institute of Education

The Partners in Play (P3) Project is a 4-year and 6-month initiative (2019-2024) funded by The LEGO Foundation and implemented by Right to Play (RTP) Ghana. In partnership with the Ministry of Education, the project focuses on improving the quality of education for Ghanaian children aged 4-12 through play-based learning. The project seeks to build the capacity of the education sector to integrate Learning through Play (LtP) into curriculum delivery, aiming to foster creativity, engagement, and lifelong learning among children.

The baseline evaluation was designed to assess the existing conditions among teachers, headteachers, caregivers, and children before the full implementation of the P3 project. It measured indicators related to knowledge, attitudes, and practices regarding play-based learning and its impact on academic, socio-emotional, and life skills development.

Key Findings:

• Teachers and Headteachers: Most teachers and headteachers recognized the importance of play for developing academic, artistic, and athletic skills. However, they still favored direct instruction over play-based learning. While 95% of teachers acknowledged the value of play, only about half felt adequately prepared to use it in their classrooms, with fewer than one-third actively incorporating play into lessons. Both groups identified a need for further training in socio-emotional skills development, which they recognized but rarely prioritized in practice.
• Caregivers: Caregivers demonstrated a strong belief in the importance of traditional games and play for children’s social skills but had limited understanding of how play contributes to academic learning. Many caregivers, particularly those with lower education levels, struggled to support their children’s play and learning at home, largely due to limited knowledge and resources.
• Children: The evaluation revealed that children had relatively low scores in life skills such as conflict resolution and stress management, with the lowest average score in stress management. While children perceived their learning environments positively, concerns about corporal punishment were highlighted. Children also demonstrated varying levels of engagement in play, with girls, particularly in the North, spending more time on household chores and less on play than boys.

Recommendations:

1. Teacher Training: Emphasize experiential learning to increase teachers' ability to use play-based approaches effectively in the classroom. Special focus should be placed on integrating play with the development of academic concepts and socio-emotional skills.
2. Caregiver Engagement: Develop strategies to enhance caregivers’ understanding of the value of play in academic and life skills development. Use accessible media, such as audio and visual tools, to reach caregivers, especially those with lower literacy levels.
3. Inclusive Practices: Promote inclusive instructional practices that encourage active participation from all learners and foster safe and positive classroom environments, reducing the reliance on corporal punishment.
4. Strengthening Implementation: RTP should review its implementation strategy to ensure that play-based pedagogy is effectively woven into students’ learning experiences and that educators are equipped to foster trusting, collaborative learning environments.