Early Childhood Development (ECD) is one of the most powerful tools for shaping a child’s future. The early years, particularly before the age of five, are vital for brain development and lay the groundwork for learning, social interaction, and emotional wellbeing. Yet in many communities, ECD remains undervalued, overlooked, or even disregarded altogether. Many parents and guardians do not recognise the importance of sending their young children to ECD centres. This isn’t due to a lack of care for their children’s future, but often stems from limited awareness, cultural norms, and social pressures. Some parents never experienced ECD themselves and, as a result, struggle to appreciate its benefits. Others worry about going against the grain, preferring to follow what those around them are doing rather than making an independent decision for the sake of their child’s future. For organisations working within early years education, shifting these deeply rooted attitudes is one of the most significant challenges and also one of the most essential. Why Some Parents Resist Early Childhood Education To change attitudes around ECD, we must first understand why some parents are hesitant. The reasons are varied, but several common themes emerge: Limited Awareness Many parents simply don’t realise the advantages of early years education. They see formal schooling as something that begins at primary level and underestimate how influential the formative years can be for a child’s development. Cultural and Traditional Beliefs In some communities, the belief persists that young children belong at home until they’re ‘old enough’ for school. ECD is often misunderstood as merely a form of childcare, rather than a space where key cognitive and social skills are developed. Lack of Personal Experience Parents who never attended ECD may not recognise what their children stand to gain from it. If they managed without it, they may assume their children will as well. Social Pressures and the Fear of Being Different In rural areas particularly, people tend to follow what the community does. If most families aren’t sending their young ones to ECD centres, others may fear judgement or isolation for doing so. Economic Pressures For some households, especially those with limited resources, older children’s schooling may take precedence over ECD. When budgets are tight, early years education might not be seen as a priority. The Challenges Faced by Organisations Promoting ECD For those striving to improve access to early childhood education, these obstacles can be difficult to navigate. Key challenges include: Shifting cultural norms, and helping parents understand that ECD is not merely babysitting, but a critical stage of learning and development Breaking generational patterns, such as the belief that “we didn’t attend ECD and we turned out fine” Encouraging investment in ECD, even when families face financial hardship Overcoming community-wide scepticism, which often requires consistent, long-term engagement. Strategies for Changing Attitudes Towards Early Childhood Education Transforming attitudes and behaviours around ECD doesn’t happen overnight, but with the right approach, change is possible. Here are some effective ways to encourage greater acceptance: Raise Awareness at Community Level: Organisations can run information campaigns to educate parents and carers on the benefits of ECD. Using local radio, village meetings, and personal stories from families who’ve seen the positive impact of ECD can be especially powerful. Involve Community Leaders and Role Models: People are far more likely to support ECD when respected community figures—chiefs, faith leaders, or elders, advocate for it. Their endorsement can influence public opinion and bring others on board. Encourage Parental Involvement: When parents are actively involved in their child’s early learning, they’re more likely to appreciate its value. Hosting open days, storytelling events, and joint parent-child activities can help break down barriers. Highlight Success Stories: Real-life examples can go a long way. Sharing the journeys of children who’ve benefited from ECD, and the stories of parents who were initially unsure but later became advocates, can shift perceptions. Improve Accessibility and Affordability: To ease the financial burden, community-run ECD centres, volunteer-led programmes, or partnerships with local businesses can help make early learning more accessible to all. Create a New Community Norm: Once more families begin sending their children to ECD, others are likely to follow. Over time, this builds a new culture in which early learning is seen as the expected, standard path. Looking Ahead, A Community That Champions Early Learning Changing deeply held views takes time, commitment, and a thoughtful approach. But the outcomes are well worth the effort. When families embrace ECD, children are given the best possible start, leading to better academic results, greater self-confidence, and stronger social skills. The aim isn’t just to influence a handful of families, but to shift the entire cultural narrative. Early childhood education should be seen as a right, a norm, and a priority. Because when we invest in a child’s early years, we’re investing in their entire future and in the future of the community as a whole.

Picture a classroom brimming with laughter, creativity, and hands-on exploration, where children learn through doing rather than simply listening. This is the heart of play-based learning, an approach that is transforming early childhood education in Malawi. By weaving play into the curriculum, teachers are able to nurture curiosity, develop problem-solving skills, and enhance emotional intelligence, laying a strong foundation for lifelong learning. Early childhood education in Malawi faces a number of challenges, including overcrowded classrooms, limited teaching materials, and a strong emphasis on rote memorisation. However, play-based learning presents an effective and engaging alternative that improves educational outcomes and better prepares children for future academic success. Why Play-Based Learning Matters Play is not merely a pastime, it is central to a child’s development. Through play, children explore the world around them, develop crucial cognitive and social skills, and gain the confidence to navigate new experiences. Research shows that play-based learning supports brain development, improves memory, and strengthens problem-solving abilities. Most importantly, it makes learning enjoyable and meaningful, cultivating a lifelong love for education. But how exactly is play-based learning making a difference in Malawi’s classrooms? The Sparkle Foundation’s Role in Play-Based Learning The Sparkle Foundation understands the profound benefits of play-based learning in early childhood education and development. This child-centred, age-appropriate method encourages creativity, social interaction, academic progress, and critical thinking. That’s why Sparkle trains its teachers and supports them in implementing play-based strategies, ensuring children develop across all areas of learning. Play-based learning consists of the following key elements; Self-direction: Children choose what they play and how they play it. Guided Support: Teachers may supervise, join in, or offer ideas, but the child remains in control of the activity. Open-ended Play: Children are encouraged to explore and experiment with different materials and ideas, without predetermined outcomes. Playful Learning: Lessons are crafted to be interactive and enjoyable, offering a more meaningful experience than traditional teaching methods. The Key Benefits of Play-Based Learning Enhancing Cognitive Development Activities such as puzzles, storytelling, and role-play stimulate critical thinking and creativity. Hands-on learning helps children to understand concepts more quickly and retain information for longer. Building Social and Emotional Skills Playing with peers fosters teamwork, communication, and empathy. Group activities teach children to express themselves, listen to others, and resolve conflicts—skills that are essential both in and outside the classroom. Making Learning Enjoyable and Engaging When learning feels like play, children are more motivated and enthusiastic. Interactive experiences spark the imagination, turning lessons into exciting adventures. Strengthening Language and Communication Through songs, storytelling, and pretend play, children grow their vocabulary and improve verbal expression. Play supports language development in both Chichewa and English, laying the groundwork for future learning. Making Use of Local Resources Even in low-resource settings, play-based learning remains affordable and accessible. Teachers can use everyday items such as bottle tops, stones, sticks, and clay to create engaging and educational activities. A Brighter Future Through Play Play-based learning is more than just a method, it is a powerful approach that nurtures confident, well-rounded, and curious learners. In Malawi, where early childhood education faces significant barriers, incorporating play into the classroom offers a vital solution. It improves cognitive development, strengthens social skills, and enhances overall academic performance. By embracing play-based learning, educators can move beyond rote memorisation and foster an environment where children engage with the world around them, develop critical thinking skills, and fall in love with learning. Organisations like the Sparkle Foundation are instrumental in this effort, training teachers and promoting meaningful, child-centred education. Ultimately, investing in play-based learning is investing in the future. It equips children with the skills, creativity, and resilience they need to thrive, not just in school, but in life. It’s time to recognise the value of play and ensure that every child, no matter their background, has the opportunity to learn through imagination, exploration, and joy.