Examining the alignment of play-based teaching with the enacted curriculum in pre-primary education, Ethiopia

Play–based learning is a cornerstone of high–quality early childhood education, yet a persistent gap exists between policy intentions and classroom practice in Ethiopia. This study investigated the alignment of play–based teaching with the enacted curriculum in public and private pre–primary schools in Debre Tabor Town, Ethiopia. A concurrent mixed–methods design was employed. Data were collected from 161 teachers via questionnaires, interviews with five principals and five education officials, classroom observations, and document analysis. Quantitative data were analyzed using descriptive and inferential statistics; qualitative data underwent thematic analysis. Ethical approval was obtained from the institutional review board, and informed consent was secured from all participants. Teachers reported high levels of play–based teaching integration and frequent use of varied play approaches. However, qualitative findings revealed critical barriers, including weak explicit curriculum integration, inadequate resources, assessment practices favouring academics, and inconsistent parental and institutional support. Guided play was less systematically employed than free play, and while curriculum guidelines endorsed play, actual implementation remained constrained. While teachers demonstrate strong intent and readiness for play-based teaching, systemic constraints significantly impede implementation. Bridging the policy–practice gap requires comprehensive curriculum reform, targeted professional development, and sustained institutional support.