https://journals.unza.zm/index.php/JLSS The Journal of Law and Social Sciences is a quarterly publication of The University of Zambia (UNZA). Although the name suggests that the journal focuses on articles on law and the social sciences, it also publishes articles from the fields of education and humanities. The journal, therefore, welcomes article submissions that meet the criteria of excellence, significance and contribution of new information to the scholarly world. The University of Zambia en-US Journal of Law and Social Sciences 2226-6402 https://journals.unza.zm/index.php/JLSS/article/view/1161 This Special Issue of the University of Zambia Journal of Law and Social Sciences was prepared by the Department of Primary Education of the School of Education at University of Zambia. It was a product of the Knowledge Innovation Exchange (KIX) funded project, which ran under the title, “Scaling the School Readiness Initiative: Strengthening School and Community Capacities for Adoption of Play-based Learning in Uganda and Zambia”. Cheela Chilala ##submission.copyrightStatement## 2024-03-05 2024-03-05 5 4 10.53974/unza.jlss.5.4.1161 https://journals.unza.zm/index.php/JLSS/article/view/1162 This research examined the incorporation of play-based learning in Early Childhood Education (ECE) policies across Zambia and twenty other diverse countries. Through document analysis, it uncovers commonalities and disparities in play-based learning principles. While both Zambian and global documents emphasise the significance of play in child development, they differ in scope, regional practices, and emphasis on global advocacy and cultural variations. Zambia’s documents highlight specific practices, while global perspectives offer a broader international view. Both stress the multifaceted benefits of play in physical, cognitive, social, and emotional growth. In summary, the findings underscored a global consensus on the significance of play-based learning in early childhood education, emphasising its role in holistic child development. Additionally, they highlighted the imperative of recognising cultural diversity and aligning policies with child rights, particularly in the Zambian context. Furthermore, the recommendations were aimed at bolstering the effectiveness of play-based pedagogies in early childhood education. They advocated for celebrating diversity, fostering holistic development, and ensuring the availability of appropriate resources and guidelines to support this approach. These recommendations ultimately seek to enhance the quality of early childhood education in Zambia by embracing cultural diversity, promoting global collaboration, and aligning play-based pedagogies with local and international best practices. Bibian Kalinde Noah Sichula Robinson Mambwe Collins Kaluba ##submission.copyrightStatement## 2024-03-05 2024-03-05 5 4 1 20 10.53974/unza.jlss.5.4.1162 https://journals.unza.zm/index.php/JLSS/article/view/1163 Although learning takes place throughout life, that which occurs during childhood will never be equaled (UNICEF, 2018). Play is a legitimate right in early childhood (Smith, 2013) and one of the most natural pathways to exploration and learning (Saskatchewan, 2018). However, although play is a legitimate right way of learning in Zambia (MOGE 2013), in practice its implementation varies from school to school (Lungu, 2023). This study explored the play-based pedagogies related to play-based learning of ECE teachers in Zambia and their preparedness to use play as a teaching technique. The study employed a concurrent or convergent parallel mixed-method design. A total of 30 ECE teachers across three districts of Zambia participated in this study. One-to-one interviews were used to collect qualitative data, while structured questionnaires were used to collect quantitative data for the study. Statistical Package for the Social Sciences (SPSS) version 25 was used to generate descriptive statistics while qualitative data was analysed using content analysis. The findings revealed that a considerable portion (83%) of ECE teachers perceived their training as sufficient for teaching using play-based pedagogies, but a notable minority expressed the need for more effective training and support in this regard. Further, the findings revealed that PBL was widely incorporated in ECE in Zambia. Among the commonly employed PBL pedagogical practices, teachers consistently incorporated elements such as games, role plays and dramatic play, storytelling, outdoor activities, individual work, pair work, group work, demonstrations, as well as rhymes and songs. However, the study noted a concern about the connectedness of play activity with the content of the day. It was observed that there was no connectedness between play activities and the content of the day. In addition, learning was not captivating enough as teachers were not so creative in using play as a vehicle to deliver curriculum content to the learners. These findings have crucial implications for the enhancement of ECE in Zambia. They underscore the value of competency, focused Continuing Professional Development programmes, creative teaching approaches, diversification of play activities, and the intentional alignment of PBL with curriculum content. Collins Kaluba Bibian Kalinde Robinson Mambwe Noah Sichula Naomi Njobvu ##submission.copyrightStatement## 2024-03-05 2024-03-05 5 4 21 42 10.53974/unza.jlss.5.4.1163 https://journals.unza.zm/index.php/JLSS/article/view/1164 This qualitative study investigated the complex issues and dynamics associated with the transitions in early childhood education (ECE) within Kabwe, Kapiri, and Choma districts of Zambia. Utilising an exploratory methodology, the research thoroughly explored the various factors that impacted school preparedness and the progression from early childhood education to primary schools. Diverse perspectives from parents, educators, community leaders, and legislators were examined through in-depth interviews, focus groups, and participant observations. The results of this study shed light on several significant factors such as limited parental involvement arising from knowledge gaps and financial constraints, digital inequality affecting children’s adaptability, and the absence of well-structured transition programmes leading to mismatches in instructional approaches. Thematic analysis reveals nuanced insights, emphasising the crucial role of digital inclusion initiatives, programmes promoting parental engagement, and collaborative efforts between ECE institutions and primary schools. Robinson Mambwe Davies Phiri Bibian Kalinde Noah Sichula Collins Kaluba ##submission.copyrightStatement## 2024-03-05 2024-03-05 5 4 43 62 10.53974/unza.jlss.5.4.1164 https://journals.unza.zm/index.php/JLSS/article/view/1165 This systematic review is based on studies that explored school readiness and transition through play-based pedagogies in Early Childhood and Primary Education. Relevant literature involved global literature whose search was conducted by independent researchers following the keyword string, which included among others, stakeholders’ roles in school readiness, transition, and play-based pedagogies. The literature search was done from May to August 2022 following the Preferred Reporting Item for Systematic Review and Meta-Analysis Protocols (PRISMA). Twenty peer-reviewed studies were identified, appraised, and included in the review. Findings from international literature showed that teachers’ implementation of play-based pedagogy revealed a significant and positive relationship to all domains of children’s holistic development. Learner assessment for school readiness and transitioning from pre-primary to primary through play-based pedagogies included academic, social, and personal learning during periods of play. The types of play-based assessments for school readiness identified included: (1) withdrawal assessment, (2) observational assessment, (3) embedded assessment, (4) teacher questioning/interview, (5) Photographs/videos and (6) documentation walls. While literature showed a positive connection between parental involvement and a child’s readiness for school including successful transition from preprimary to primary school, there was limited evidence pointing specifically to the influence of parental involvement in play-based pedagogies for school transitioning. Bibian Kalinde Robinson Mambwe Noah Sichula Collins Kaluba ##submission.copyrightStatement## 2024-03-05 2024-03-05 5 4 63 88 10.53974/unza.jlss.5.4.1165 https://journals.unza.zm/index.php/JLSS/article/view/1166 While several studies have been done on parental involvement in early childhood education, gaps still exists relating to the conceptualisation of play and play-based learning in different contexts. The various perceptions of play and play- based learning have a strong influence on their involvement in play-based learning activities involving children in Early Childhood Education. Using a qualitative approach, framed within the interpretive research paradigm, this study revealed a disjuncture between the positive perception held by the stakeholders on play and PBL to the reality of play-based learning in the ECE schools. The researchers asked three questions: 1. What are the perceptions of parents, community, and school administrators (teachers and administrators) regarding play and play-based learning? 2. How do these stakeholders get involved in PBL? 3. And what factors influence their involvement? The researchers collected data through key informant interviews (KII), focus group discussions and classroom observations. The study established that the involvement in PBL varied among stakeholders. For parents and community members their involvement was often based on solicitation by the school administrators and external development agencies - as opposed to volunteering postulated by Epstein’s theory of parental involvement employed in the study. Among the factors that influenced their participation was a general lack of a clear understanding of PBL and their role and functions in PBL and ECE in general. Thus, the study recommends capacity building in PBL for parents, community members and school administrators. Noah Sichula Bibian Kalinde Robinson Mambwe Collins Kaluba Davies Phiri ##submission.copyrightStatement## 2024-03-05 2024-03-05 5 4 89 107 10.53974/unza.jlss.5.4.1166