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Play-Based Learning in Private International Preschools in Cairo: Teachers' Perspectives
This thesis explores how play-based learning is practiced and contextualized in private, international preschools in Cairo, Egypt through the perspective of teachers. It calls upon both historical and contemporary theories of play and play pedagogies ranging from the times of Plato and Al-Farabi to...
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| Format: | Thesis |
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AUC Knowledge Fountain
2026
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| Summary: | This thesis explores how play-based learning is practiced and contextualized in private, international preschools in Cairo, Egypt through the perspective of teachers. It calls upon both historical and contemporary theories of play and play pedagogies ranging from the times of Plato and Al-Farabi to the 21st century with Montessori and Dewey. Using a contemporary theory of play presented by Stuart Lester and Wendy Russell as a guiding framework, it examines how play and play-based learning are implemented, shaped and even challenged in a Cairene context. These contexts include sociocultural factors such as parents’ expectations and aspirations, institutional barriers, teacher development and the practice of “school readiness”—preparing children for primary school entrance assessments. Using a qualitative methodology, the study gathers and analyzes interviews and observations from teachers to understand their experiences and strategies in balancing structured play, academic instruction, and parental pressure. The findings reveal a hybrid approach to instruction, influenced by international curricula and models but hindered by lack of teacher training, resource limitations, and a widespread undervaluing of early childhood education. This research highlights the need for culturally responsive and play-based educational transformation for the early years and greater awareness for how play and play-based learning are developmentally and holistically beneficial. This research also articulates a more nuanced understanding of play-based learning in that it is not just holistically beneficial, but a basic right of the child. |
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