Promoting African languages through play-based learning in early childhood education

The Department of Education’s Language in Education Policy supports mother tongue instruction in the early grades, emphasising African languages. The importance of strong mother tongue instruction leads this study to explore play-based pedagogy to enhance African language skills among Grade R learners. Play-based pedagogy centres on play’s central role in teaching and learning. It helps children make sense of their world and adapt to new situations. Guided by Vygotsky’s social learning theory, the study investigated teachers’ perceptions of play-based learning to promote mother tongue instruction in Mpumalanga province. The research question was: How can play-based learning support African languages and the holistic language development of young children? This qualitative study, set within an interpretivist paradigm, included five purposively selected Grade R teachers. These teachers participated in semi-structured interviews and classroom observations. The findings show teachers commonly use play-based strategies such as songs, storytelling, rhymes, and games. These activities encourage spontaneous use of African languages and support both language acquisition and holistic development. Play-based learning enhances learners’ engagement, confidence, communication, curiosity, and sense of belonging through culturally responsive activities. Challenges include parental preference for English, limited resources, and gaps in teacher training. Teachers also noted the potential of digital tools to support African language learning despite infrastructural limitations. The study recommends strengthening teachers’ knowledge of formal and informal play, adapting age-appropriate games, improving technological infrastructure, encouraging parental involvement, and building networked learning communities to share culturally relevant practices supporting mother tongue instruction.