Perspectives of fathers on the importance of learning through play among pre-primary-aged children in Nigeria

Play is integral to early childhood development, fostering skills crucial for holistic growth. While the role of mothers supporting children’s play has been widely studied, there is limited research on fathers’ roles, despite evidence suggesting a positive impact of their involvement on children’s cognitive, social, and emotional outcomes. This paper, drawn from a larger study on learning through play in Nigerian public pre-primary schools, explores fathers’ perceptions of Learning through Play (LTP). A mixed-method design was employed for the overall study, and data was collected through Focus Group Discussions (FGDs). Participants consisted of 160 fathers from diverse backgrounds, with children aged 3–5 attending public pre-primary schools in 16 urban and rural locations across eight states in Nigeria. The primary objective of the FGD discussions was to gain an in-depth understanding of the fathers’ comprehension of LTP and their perceptions regarding its significance in children’s learning. The data were analyzed thematically, using NVivo-12 to derive key themes from the transcripts. Themes emerged around fathers’ knowledge of LTP, cultural perceptions regarding play, urban-rural distinctions in play practices, perceived benefits of LTP, fathers’ supportive roles, challenges and cultural constraints, and strategies for father engagement. Findings indicated that fathers recognized LTP as a holistic approach incorporating play and learning and improving father-child relationships. While emphasizing their role as financial supporters of education, fathers acknowledged their interests and availability to undertake community-level engagement, advocacy, and development of play environments and resources. Urban-rural distinctions contributed to diverse perspectives on LTP. This study recommends encouraging paternal involvement in LTP through engagement of fathers as community awareness ambassadors, and father-focused and led initiatives for fostering healthy child development in pre-primary classrooms.