BEYOND ALLOWING CHILDREN TO PLAY: CAREGIVERS’ PERCEPTIONS OF THEIR ROLES IN FACILITATING PLAYFUL PARENTING IN NYAMAGANA DISTRICT, TANZANIA
DOI:
https://doi.org/10.61421/IJSSMER.2026.4509Keywords:
playful parenting, caregiver roles, early childhood development, qualitative research, TanzaniaAbstract
Playful parenting supports children’s learning, development and caregiver-child relationships, yet less is known about how caregivers themselves understand their role in facilitating play within everyday social, economic and cultural conditions in Tanzania. This article explored caregivers’ perceptions of their roles in facilitating playful parenting among children aged 2–8 years in Nyamagana District, Mwanza Region. A qualitative descriptive design was used in Isamilo and Luchelele Wards. Caregivers were selected purposively, and data were collected through 14 semi-structured in-depth interviews and two focus group discussions, each involving six caregivers. Data were analyzed thematically, with interpretation informed by Giddens’ Structuration Theory and Kleinman’s Local Moral World. Four interrelated themes were identified: participation, guidance and protection; creating time, materials and safe opportunities; teaching and nurturing through play; and shared caregiving roles and contextual barriers. Caregivers described involvement as extending beyond physically joining games to include listening, encouraging, supervising, protecting, teaching, improvising materials and creating opportunities for children to explore. However, their involvement was negotiated against livelihood demands, household labor, limited income, restricted play spaces, gender expectations and community beliefs about adults playing with children. The findings show that caregiver involvement in playful parenting is a socially organized and negotiated form of care rather than simply a matter of willingness or knowledge.
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