Children who initially showed the lowest learning outcomes demonstrated the greatest growth within the Early Childhood Development (ECD) program. Among 682 assessed children, there was an improvement in social and emotional development by 26.5 percentage points.
The evaluation of the Watch Play Learn program by Sesame Workshop South Africa showed positive changes across all four measured areas among children in ECD centers in the Free State province. There was an improvement in early math literacy by 17.9 percentage points, motor development by 11.9 points, and early literacy by 11 points.
The assessment was conducted for children aged four to six years in 36 ECD centers after more than a year of play-based learning. These figures reflect the increase in scores in percentage points, not the percentage of children who improved their performance.
The results were presented in QwaQwa as Sesame Workshop South Africa, Standard Bank, and the Free State Department of Education launched the second phase of the program. The lessons learned from the first year were used to strengthen its implementation in classrooms.
Mari Payne, Deputy Managing Director and Senior Director of Education and Programs at Sesame Workshop South Africa, noted that the data indicated progress but also highlighted areas requiring attention.
Payne stated that the first year provided encouraging evidence that Watch Play Learn is having an impact, ensuring a tangible gain in all assessed developmental areas.
The first year revealed practical challenges. Some centers experienced issues with consistent access to online resources due to poor internet connectivity, and specialists required additional support to transform educational videos, songs, and stories into activities that actively engaged children.
The second phase plans to make content available offline, increase coaching and mentoring for specialists, and more carefully structure lessons around the daily routine in the classroom. Furthermore, the activities will align more closely with the Free State Department of Education's ECD curriculum, with enhanced monitoring of implementation.
Payne emphasized that this experience reinforced the importance of supporting the people who implement the program daily.
Initially, the program aimed to reach over 2,300 children aged three to six and support 86 teachers and specialists in 36 centers. Sesame Workshop reported achieving its target for the number of children, while the number of supported specialists, directors, and center managers grew to 127. All 36 centers continue to participate.
Specialists and caregivers also reported changes in children's confidence, communication, and participation, providing qualitative feedback alongside the assessment results.
These findings contrast with broader inequalities in resources available to support early learning. A study published in the Early Childhood Education Journal in 2025 compared playgrounds in 82 Johannesburg ECD centers. It found that centers serving low-income communities generally had fewer types and quantities of outdoor play resources compared to centers serving higher-income communities.
The study did not evaluate Watch Play Learn or the Free State centers, but it highlights how resources available to children can vary depending on the communities in which they learn. Zanele Shabalala, Corporate Social Responsibility Manager at Standard Bank, stated that investments in ECD can help lay the foundation for better educational outcomes, future employment, and participation in society and the economy.
She also noted that quality support for early learning is crucial for addressing broader social and economic issues.
The launch of the second phase included visits to participating centers, discussions of the first year's results, and a Play Festival where children and families participated in play-based learning activities.
The Free State Minister of Education, Dr. Mantlaka Julia Maboya, said that the results provided the province with practical lessons in strengthening early childhood development in local communities. Maboya emphasized: 'The value of this work lies in what we can learn. Now we have evidence from children, experience from specialists, and feedback from families that can help us understand what effective early childhood support looks like in our communities.'