Teachers’ Roles in Play-Based Learning in Tanzanian Public Pre-Primary Units: A Qualitative Case Study

Abstract

Purpose: The study examined the teachers’ roles in play-based learning in Tanzanian public pre-primary units

Methodology: The study adopted a qualitative case study design. The study recruited 18 participants through purposive sampling across eight public schools: 10 pre-primary teachers and eight head teachers. Selection criteria included direct involvement in, or relevant knowledge of, PBL. Data were generated through semi-structured interviews, non-participant classroom observations and, where appropriate, post-observation interviews. The data were analysed thematically.

Findings: The findings identified six interrelated roles: facilitator, co-player, observer, controller, mediator, and director. These roles demonstrate that teachers’ participation in play-based learning extends beyond the conventional distinction between teacher-directed and child-directed play. The study concludes that the pedagogical value of teacher involvement lies not simply in whether teachers intervene, but in how, when, and why they intervene. Facilitation, co-playing, observation, and responsive mediation can support children’s participation and learning, whereas control and direction, although necessary in particular circumstances, may constrain children’s agency when applied excessively.

Unique Contribution to Theory, Practice and Policy: Through Vygotsky’s Sociocultural Theory and Rogoff’s theory of guided participation, teacher participation is therefore understood as a dynamic process through which curricular intentions, children’s agency, safety, and social participation are continuously negotiated. Teacher education and continuing professional development should strengthen teachers’ practical competence in facilitating, participating, observing, mediating, regulating, and directing play, with particular emphasis on determining when to intervene, provide scaffolding, or withdraw. Curriculum guidance should support teachers to maintain meaningful learning purposes while allowing children opportunities to select roles, negotiate rules, develop play scenarios, experiment, and contribute their own ideas. Schools and education authorities should also encourage the use of culturally meaningful play, including traditional games, songs, dances, stories, and role-play, as locally relevant resources for learning. In addition, teacher preparation should equip teachers with practical strategies for managing conflict, behaviour, and safety while preserving children’s opportunities for independent social participation.