Have you ever noticed how a simple game can teach profound lessons about life? For many children, play is more than just fun – it is a powerful tool for learning and growth. This was a significant finding that emerged from GFC’s recent learning review of the Partnership to Educate All Kids (PEAK) initiative.
Conducted virtually across three regions and multiple languages, the learning review provided a unique opportunity for partners to pause and reflect on their work. The insights gained have revealed the transformative power of play.
Through PEAK, which is supported by the Lego Foundation, GFC works with 66 community-based organizations in Africa, the Americas, and Asia to promote the holistic learning and development of children aged 6 to 12 by using play as a valuable tool for education and social change. Our partners have used the initiative’s flexible funding not only to support and strengthen their ongoing programs but also to innovate and experiment with new ways of applying learning through play (LtP) methodologies.
Goals and Methods
From October 2023 to February 2024, GFC worked with Learning Loop, an external evaluation consultant team, to conduct a learning review. We invited 18 partners across the three regions to participate in the process to explore and understand the impact of their work. Together with partners, we captured the diverse outcomes and changes resulting from their work with children and youth using LtP.
Two main questions guided our learning review: What happens when LtP is used in communities, and how have our partners contributed to these changes? We employed the Outcome Harvesting (OH) methodology, which was ideal for this learning review because it emphasizes learning from outcomes that partners have directly influenced. Collectively, we gathered 123 outcome statements, highlighting important changes and partners’ contributions made through LtP. Of these, 20 outcomes were explored in further depth.
The learning review not only captured outcomes but also supported partners to enhance their knowledge and skills in evaluation. From the initial brainstorming and search for outcomes, partners collaborated closely with the Learning Loop team to articulate their observations of change. Later, the Learning Loop team scheduled follow-up interviews with each partner to work together in developing comprehensive outcome stories exploring how LtP supported behavioral changes. During the substantiation phase, partners engaged with knowledgeable community members to gain new perspectives and deepen their understanding of the impact. This process helped them create nuanced case studies, revealing additional outcomes and illustrating the broad impact of LtP.
Findings
The learning review found that our partners are leveraging LtP methodologies to foster significant positive changes among children and youth, education providers, and the broader community. Thanks to LtP, partners have observed improved learning experiences, increased self-agency, and stronger relationships across all three groups. More than half of the collected outcome statements highlighted that LtP helped . In school settings, LtP has particularly benefited children who were previously excluded due to personal, cultural, or socioeconomic reasons, helping them to thrive academically and socially. In nonformal education settings, children gained confidence, developed life skills, and positively connected with others. Children began raising their voices, shaping programs, and engaging in community action, demonstrating leadership and influencing others to support LtP. Active participation in educative games, sports, and artistic expression contributed to these changes.
For education providers, 31 outcome statements revealed how they have adopted LtP approaches. This adoption was influenced by their own experiences with LtP, training, resources, networking, and witnessing changes in children. While there is evidence of resource provision for LtP, there is not yet a system-wide shift toward LtP practices. However, some partners have successfully used play to disrupt the status quo in educational ecosystems, inspiring others to adopt LtP methodologies.
In the wider community, 35 outcomes illustrated increased openness to play and greater engagement from parents and caregivers in supporting children’s activities. Changes in community attitudes and relationships enabled previously excluded children to benefit from education and other programs. Community members also participated in advocacy for education and environmental improvements. Positive results in children, along with strategic engagement by GFC partners, contributed to these community changes. The learning review also surfaced previously unrecognized impacts of partner programs, inspiring partners to seek community perspectives and follow up on the changes resulting from their work.
Conclusion
The PEAK initiative’s learning review provided a meaningful opportunity for partners to reflect, gather a wealth of insights, and substantiate their contributions. It also equipped them with valuable skills to continue fostering positive change through LtP. By capturing stories of change and understanding the broader impact, the learning review has underscored the importance of holistic, play-based approaches in education. These findings not only validate the efforts of GFC and our partners but also inspire continued innovation and collaboration. Moving forward, GFC is committed to incorporating these lessons into future initiatives, ensuring that the benefits of play-based learning reach even more children and communities around the world.
Read the full report in English, Portuguese and Spanish.
Read case studies in English, Portuguese and Spanish.
Header Photo: Pupils from Amedakar Sikshya Kendra School at Dumduma in Bhubaneswar, India performing a physical literacy test. © Pro Sport Development
