An Exploration of the Determinants of Parental Involvement in Supporting Play Based Learning (PBL) in Early Childhood Education in Selected Schools in Kitwe

Parental involvement is positively associated with greater wellbeing of children in their earlier ages for the sake of educational success. The aim of this study was to explore the determinants to parental involvement in supporting Play Based Learning (PBL) in Early Childhood Education. Data for the study was collected through interviews with 12 parents whose children are in ECE and three focus group discussions with teachers teaching at ECE in Kitwe District. Through the interviews and focus group discussions with parents and ECE educators respectively, the study identified key determinants such as socioeconomic status, educational background, cultural beliefs, and access to resources affect parental participation. Additionally, the study revealed parents’ perceptions of their involvement, highlighting a growing recognition of the importance of play in child development, alongside concerns about balancing time and resources. The study further brings out possible measures to enhance parental engagement to support PBL, including increasing awareness about the value of play, offering flexible involvement opportunities, and providing targeted support for parents to strengthen the home-school connection. The study underscores the importance of parental understanding, aspirations, and self-efficacy in supporting play-based learning. It highlights the need for greater awareness, collaboration with educators, and parent-friendly school environments to enhance engagement and improve learning outcomes for young children.