Play-Based Learning Revolution Transforms Early Childhood Education in Kenya's Refugee Communities
Kakuma, 26 March 2026
Sixty teachers in Turkana County’s refugee-hosting areas have embraced a groundbreaking approach that uses play to heal trauma and boost brain development in young children. The training, conducted on 25th March 2026, introduced the Nurturing Care Framework to educators serving both refugee and host communities in Kakuma and Kalobeyei camps. Remarkably, every shilling invested in early childhood development yields a thirteen-fold return, making this one of the most cost-effective interventions available. Teachers learned to create play materials from local resources whilst addressing critical areas including mental health, disability inclusion, and child safeguarding. This initiative represents a significant shift from traditional teaching methods to evidence-based approaches that recognise play as fundamental to cognitive development, particularly for children under three years of age.
Framework Components Target Holistic Child Development
The two-day sensitisation forum, which concluded on 25th March 2026, concentrated on five essential components of the Nurturing Care Framework: good health, good nutrition, responsive caregiving, safety and security, and opportunities for early learning [1]. The framework, originally launched at the World Health Assembly in 2018 [1], provides a structured approach to supporting children’s comprehensive development during their most formative years. Teachers from Early Childhood Development Education centres across Kakuma, Kalobeyei, Letea, and Lopur wards participated in the training, which was facilitated by Amref Health Africa Tucheze Tustawi-trained trainers led by Gabriel Lopoda, Peris Nyakundi, and Becky Maide [1].
Play-Based Learning Addresses Trauma and Brain Development
The training specifically focused on integrating play-based learning to boost cognitive skills, brain development, and support healing from trauma [1]. Participants learned about brain stimulation through play for children under three years of age, the harmful effects of excessive screen time, and strategies to support children’s self-regulation and social skills [1]. Gabriel Lopoda emphasised the critical importance of early intervention, stating that ‘early years, starting from pregnancy, build the foundation for lifelong health’ [1]. The approach recognises that nurturing care encompasses what young children need to develop physically, mentally, and socially [1].
Economic Returns Justify Investment in Early Childhood Development
Daniel Esimit, Director for Preventive and Promotive Services, highlighted the compelling financial case for early childhood development interventions, explaining that ‘for every shilling spent on ECD interventions, the return on investment can be up to 13 times higher’ [1]. This remarkable return ratio of 13 demonstrates the cost-effectiveness of investing in early childhood education programmes. The economic argument strengthens the case for expanding such initiatives across Turkana County and similar regions facing developmental challenges.
Practical Skills and Resource Creation Empower Educators
Teachers and daycare managers received practical training on creating play materials using local resources, ensuring sustainability and accessibility of the programme [1]. The curriculum covered critical areas including mental health awareness, disability mainstreaming, hygiene practices, and child safeguarding protocols [1]. Reinhard Anzeze, Technical Officer for Child Health at Tucheze Tustawi, called on educators to ‘integrate children with developmental delays or disabilities into mainstream play and learning, promote learning through everyday activities, and encourage children to ask questions and try new things’ whilst creating ‘safe and stimulating environments’ [1]. Agnes Mana, Chief Officer for Preventive and Promotive Health, noted the collaborative approach between the Departments of Health and Sanitation and the Education sector’s ECDE Directorate, explaining that ‘while this project focuses on the healthcare workforce’s provision of Nurturing Care Framework components for early childhood development, there is a lot educators can do to complete the cycle’ [1].