Donate NowEvaluating the Impact of Play on Foundational Literacy and Social and Emotional Learning.
The SELL-Play program explores the impact of integrating Social and Emotional Learning (SEL) into foundational literacy instruction through play-based methods, specifically in low-resource Ugandan schools. This research aims to understand how SEL influences literacy outcomes and supports the holistic development of early-grade learners.
Key research questions include: (1) How does SEL integration influence the acquisition of foundational literacy skills in Primary 1-4? (2) In what ways do play-based methods contribute to the development of SEL competencies and literacy engagement? (3) What are teachers' and school leaders' perceptions of the feasibility, relevance, and impact of SEL-integrated, play-based literacy instruction? and (4) What contextual and implementation factors affect the successful delivery of SEL-integrated literacy instruction in low-resource settings?
This study utilizes a quasi-experimental, mixed-methods design to assess the impact of integrating Social and Emotional Learning (SEL) into foundational literacy instruction through play-based methods. The intervention is implemented in 14 government-aided primary schools in Uganda’s Luuka District, with seven schools assigned to the intervention group and seven to the control group. Luuka is one of the rural, under-resourced districts, presenting systemic challenges in early-grade education.