Beyond the classroom: The impact of play-based pedagogy on social competence in urban early childhood centres in Uganda

Despite global recognition of play as a fundamental component of early childhood development, its implementation in sub-Saharan urban contexts often faces competition from academic pressures. This study investigated the relationship between play as a teaching method and the social development of pupils in early childhood centers in Makindye Division, Kampala, Uganda. Anchored on Erik Erikson’s Psychosocial Theory, the study employed a descriptive correlational design utilizing mixed methods. Data were collected from 118 respondents, including head teachers, teachers, and parents, alongside observations of 13 pupils. Findings indicate a significant positive correlation (r = .564, p = .001) between play-based teaching and social development. However, a dichotomy emerged: while "cooperative" and "symbolic" play were reported as frequent, qualitative data revealed inconsistencies in implementation due to limited resources and teacher training. Furthermore, while general social skills were rated "good," specific competencies such as conflict resolution and assertiveness lagged behind. This article argues that for play to effectively foster holistic social competence, educational stakeholders must move beyond "free play" toward intentional, resource-supported play pedagogies.