Play is an important pathway for learning and acquiring skills, and parents are recognised to have a crucial role in facilitating play experiences. However, parenting practices and beliefs about play differ across cultures. This study explored beliefs about the role of play in learning during early childhood among Nigerian parents in Nigeria and the UK and its impact on children’s play experiences. This study employed a mixed-methods design combining data from four focus groups (n=24), individual interviews (n=12) and an online survey. The qualitative component used purposive sampling to recruit participants for data collection. Participants were parents of at least one child aged 3-6 years. The data for both focus groups and individual interviews was collected using semi-structured open-ended questions and analysed thematically. The findings from the study indicate that parents in Nigeria and the UK hold similar beliefs about the value of play and concerns such as competitive academic environment, outdoor security, and socio-economic constraints as barriers to play. However, immigrant parents in the UK highlighted social isolation and perceived racial discrimination at public playgrounds and the need to preserve their religious and cultural beliefs as barriers to their children’s play experiences. The study highlights the need for policies that consider cultural diversities as well as address systemic issues such as perceived racial discrimination that may hinder immigrant children's access to quality play experiences.

Authors:
Ekimiebi Esiri, London South Bank University, United Kingdom

About the Presenter(s)
Ekimiebi Esiri is currently a PhD student at the London South Bank researching parents beliefs regarding the role of play in learning among Nigerian parents. She loves to network and learn about different cultures.

See this presentation on the full schedule – Saturday Schedule

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