“Nurturing Minds through Play: Family Perceptions of Play-Based Learning – A Case Study of Mazabuka District, Zambia”

This article explores family perceptions of play-based learning in the home environment in Mazabuka District, Zambia. It is based on a qualitative study that examined how cultural and familial beliefs shape understanding and engagement with play as a learning tool in early childhood education. The research was guided by three objectives and employed a qualitative design using semi-structured interviews and focus group discussions with 25 participants, including five early childhood education teachers and 20 parents or guardians in Mazabuka. Through thematic analysis, the study found that while many families acknowledged the cognitive, social, and emotional benefits of play-based learning, others viewed play as recreational rather than educational. Cultural norms, perceptions of unstructured play, and concerns about disruptive activities influenced parental support. The findings highlight the importance of raising awareness among families about the educational value of play. The study recommends parent sensitisation programmes, stronger collaboration between families and educators, and the creation of safe, culturally appropriate home play environments.