Context
This research explored the potential of the Early Family Math (EFM) App to foster playful learning of mathematics among Kenyan parents and their children (aged 2-4). The EFM app is a digital resource promoting playful learning between parents and young children through engaging mathematical activities and stories. It aims to foster social interaction by facilitating shared reading and activities, including stimulating games, puzzles, and investigations. The App offers iterative activities to improve skills through repeated practice, enhancing effective learning. The App is developed in collaboration with IDEMS International, INNODEMS and the EFM non-profit.
Methods
The study focused on 81 parents purposefully chosen to represent different regions and socio-cultural contexts within Kenya, ensuring a rich and diverse set of perspectives. Data was collected through surveys, interviews, focus group discussions, and discourse analysis of recorded parent-child interactions. Data collection began with a selection survey to identify parents willing to participate and who met specific criteria (i.e., having access to a smartphone and being open to new educational approaches). This approach ensured the study captured valuable insights from engaged and relevant participants.
Baseline and endline surveys were used to track changes in parents’ attitudes towards math and their understanding of their child’s interaction with the EFM App. Focus groups allowed parents to share their experiences and perspectives collectively, while personal interviews enabled a deeper exploration of individual journeys of participating parents.
The team used both qualitative and quantitative methods to analyse the data gathered. Open-ended responses from interviews and discussions were organised into themes and patterns, while survey data was analysed using descriptive statistics.
Findings and discussion
Findings from surveys, focus groups and interviews suggest that the EFM App enhanced parental involvement and positively influenced children’s maths learning in the study. Parents also reported increased engagement in mathematical activities with their children and found the App’s content informative and enjoyable. The App’s interactive features, such as games and stories, were particularly well-received, sparking curiosity and promoting mathematical conversations within families. The App’s playful and interactive approach to teaching maths made learning enjoyable for children and their caregivers, fostering strong parent-child bonds.
While the App has shown potential in the Kenyan context, further efforts to align the content with local culture could enhance its impact. These results underscore the importance of involving parents in learning and leveraging digital tools to create engaging educational experiences for young children. This research recommends that further studies be done on the potential impact of the EFM App to investigate the long-term effects of integrating enhancing mathematical literacy approaches in Early Childhood Education on children’s academic performance. Following this research, it is also important to explore the effectiveness of the EFM App in reducing gender-based inequalities in mathematics learning outcomes.
Dissemination
In June, Zach Mbasu (INNODEMS) presented the results from the EFM App pilot on the importance of learning through play and parent engagement during an GPI webinar to coincide with International Parenting month. In December, Zach also presented at a GPI webinar exploring learning from GPI Innovate’s multifaceted approach to impact activation.
