Global attention is trending toward the potential of learning through play in emergencies (LtPiE). This review investigates extant evidence on LtPiE to support education access, quality, continuity, and systems coherence as drivers of children’s holistic learning and wellbeing.
Through thematic analysis of 42 studies of diverse methodologies, we categorise LtPiE interventions into three intervention modalities: learning through play (LtP) as supplementary guided play and games; LtP as formal classroom pedagogy; and LtP as nonformal content and pedagogy. Findings reveal promising evidence across all three modalities. The strongest evidence base is in LtP as nonformal content and pedagogy whereas the weakest evidence base is LtP as classroom pedagogy. Findings also reveal LtPiE interventions support improvements in classroom climate and wellbeing, with emerging yet inconsistent evidence of improvements in literacy and numeracy. A coordinated and comprehensive research agenda on the impact of LtPiE on children’s holistic learning can deepen this promising evidence base, strengthening education responses.
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