Flood Vulnerability and Climate Adaptation of Built Heritage in Historic Shimoni, South Kenya Coast

Abstract

This study examined the role of play-based learning in enhancing psychosocial and cognitive development in Early Childhood Development and Education (ECDE) refugee learning centres in Kakuma, Kenya. Guided by four objectives, the study assessed the extent of play integration in curriculum delivery, examined psychosocial and cognitive outcomes, identified implementation challenges, and generated policy-relevant recommendations for sustaining play-based pedagogy in refugee contexts. A mixed-methods design was employed, combining teacher surveys (N = 27), Head Teachers’ interviews (N = 11), and structured classroom observations across 11 ECDE centres. Quantitative data were analyzed using descriptive statistics and confirmatory factor analysis, while qualitative data were analyzed thematically. Findings revealed strong integration of play-based learning with a high composite mean score for play integration (M = 4.27, SD = 0.65). Teachers reported frequent use of singing and music (M = 4.89), art-based play (M = 4.67), games (M = 4.44), and storytelling (M = 4.19), while puppetry was least used (M = 2.85), largely due to resource constraints. Psychosocial and cognitive outcomes were strongly endorsed, with all nine outcome indicators recording mean scores above 4.18; peer relationships recorded the highest mean (M = 4.70). Confirmatory factor analysis demonstrated a strong unidimensional psychosocial construct (CR = 0.96; variance explained = 74.53%). Classroom observations corroborate these results, showing frequent positive psychosocial behaviors (overall psychosocial profile M = 2.23) and competent cognitive engagement (CDI M = 2.05). Despite play being pedagogically effective, major challenges such as inadequate play materials and overcrowded classrooms (both M = 4.33) hamper its effective utilization. Overall, the study concludes that play-based learning in Kakuma ECDE centres is pedagogically effective and psychosocially supportive but constrained by systemic and resource limitations, necessitating recommendations on coordinated interventions to sustain inclusive, high-quality early childhood education in refugee settings.