Bridging Policy and Practice: An Examination of the Implementation of Play-based Learning in Rwandan Preschool Classrooms

This research assesses the practical application of mandated play-based learning principles within preschool classrooms in Rwanda. Employing a convergent parallel mixed-methods design, the study integrates qualitative data from semi-structured interviews with 10 educators, who were purposefully selected from 16 schools in the Gasabo District, and quantitative data from systematic observations of 54 preschool teachers. The results indicate a pronounced divergence between educational policy and classroom reality. A mere 28.4% of observed teacher-student interactions demonstrated the use of foundational play-based methods like scaffolding, open-ended questioning, and formative assessment. Despite the national curriculum's official endorsement of theme-based, play-centered instruction, a significant number of teachers indicated that their lesson planning is motivated by regulatory compliance rather than a dedicated effort to improve instructional quality. The investigation pinpoints structural, institutional, and professional challenges as the principal obstacles to the successful adoption of play-based learning. Consequently, this paper puts forward recommendations for systemic reform, including the reinforcement of teacher preparation programs, the provision of targeted professional development, support for curriculum deconstruction, enhanced resource allocation, and the restructuring of accountability systems to focus on instructional excellence.