Qualitative analysis reveals that play-based learning enhances early childhood education in Nairobi slums, suggesting policy shifts.
Early childhood education (ECE) in Nairobi slums faces unique challenges such as high population density and limited resources. Qualitative analysis of programme designs and participant feedback from selected slum areas. Programmes that integrate play-based learning and community engagement show promise for sustainable impact. Government investment should prioritise ECE programmes, particularly those with strong community support.
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Mungai et al. (2012) studied this question.
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