Research Article 5
Journal of Education & Social Sciences - Volume 14, Issue 1 2022
By Nasima Shakeel, Faryaal Khalid, Rubina Nawab, Abdul Wali, Mariyam Shareefa , Zohra Karim
DOI: 10.20547/jess1412614103
Keywords: Keywords: Child-to-Child Approach, Peer Learning, Foundational learning, Play-based learning

Play-based learning (PBL) and Child-to-Child (C2C) approaches have been widely recognised for fostering literacy, numeracy, and socio-emotional development. However, discussion on C2C integration within low-resource educational contexts remains limited. In Pakistan, early childhood classrooms continue to be dominated by rote instruction, leaving foundational learning gaps insufficiently addressed. This study presents baseline findings from the Pakistan arm of a regional initiative evaluating a Play-Based Child-to-Child (PBC2C) model that integrates peer-led and guided play pedagogies. Using a mixed-methods sequential cohort design, data were collected from pre-primary students (n=144), mothers (n=5), and teachers (n= 5) across urban (Karachi) and rural (Chitral) parts of the country. Baseline assessments revealed generally low literacy and numeracy outcomes. Overall, students in both rural and urban regions performed equally. However, subject-wise results revealed some variation. English literacy and numeracy showed significant differences across both regions, with the former subject having an edge in the rural setting while the latter scored higher in the urban context. Focus group discussions indicated that mothers valued foundational academic skills and expressed trust in schools, yet demonstrated hesitation toward play-based methods. Teachers were receptive to adopting a facilitator role within the PBC2C model but emphasised the need for additional support, sustained mentoring, and monitoring. These findings underscore the urgency of addressing foundational learning deficits in Pakistan and highlight the potential of the PBC2C model as a scalable and contextually responsive innovation.

Submission Date: 9 Jan, 2026 Reviews Completed: 22 May, 2026
Acceptance Date: 15 Jun, 2026 Publication Date: 30 Jun, 2026