dc.contributor.advisor |
Dagada, M. |
en |
dc.contributor.author |
Mwinsa, Grant Mapoma
|
|
dc.date.accessioned |
2024-09-03T10:55:42Z |
|
dc.date.available |
2024-09-03T10:55:42Z |
|
dc.date.issued |
2024-02-19 |
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dc.identifier.uri |
https://hdl.handle.net/10500/31616 |
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dc.description |
Text in English |
en |
dc.description.abstract |
Indigenous games have been used to promote learning globally. Scholars have shown that traditional games are vital for a smooth learning process for all learners including those from low-income communities for them to have equal access to quality Early Childhood Education (ECE). This study sought to determine the role of indigenous games in promoting early learning among preschool children in Chibombo District, Central Province, Zambia. The study was anchored on indigenous knowledge systems (IKS), Jean Piaget’s theory of play and Lev Vygotsky’s sociocultural theory. A qualitative research approach using participatory action research (PAR) through an interpretivist paradigm and critical theory was used to gather data from ten teachers in four purposively selected schools in Chibombo District through individual interviews, focus group discussions, participant observations and document analysis. Data was transcribed and analysed thematically using ATLAS.ti 23 to generate codes and themes. Four themes emerged: indigenous games preschool teachers use in teaching emergent literacy and numeracy skills; indigenous games as a pedagogical approach for teaching emergent literacy and numeracy skills; challenges teachers face when using indigenous games in teaching; and intervention measures teachers can use to deal with challenges faced. The findings confirmed earlier studies that learners found traditional games enjoyable, inexpensive and fun than Eurocentric games that are unfamiliar and expensive. Traditional games were found to support preschool learners in exploring fundamental concepts in emergent literacy and numeracy. The implication of this study to theory and practice shows that preschool learners learn better when teachers work as scaffolders in teaching using culture, social experiences, zone of proximal development (ZPD) and imitation of learners from adults. The study recommends that the ECE curriculum incorporates the indigenous games that are appropriate for ECE practice such as CPDs and workshops. As such, a 6-step framework to support holistic child development has been suggested in this study. In conclusion, the study has shown that indigenous games are vital in supporting early learning in preschools. |
en |
dc.format.extent |
1 online resource (xiv, 296 leaves) : illustrations (chiefly color), map (color) |
en |
dc.language.iso |
en |
en |
dc.subject |
Early childhood education |
en |
dc.subject |
Indigenous knowledge systems |
en |
dc.subject |
Indigenous games |
en |
dc.subject |
Traditional games |
en |
dc.subject |
Play-based learning |
en |
dc.subject |
Creative approach |
en |
dc.subject |
Early learning |
en |
dc.subject |
Learning through play |
en |
dc.subject |
Preschool teachers |
en |
dc.subject |
Preschool |
en |
dc.subject |
Low-income communities |
en |
dc.subject |
Student Support and Co-Curricular activities |
en |
dc.subject |
SDG 4 Quality Education |
en |
dc.subject.other |
UCTD |
en |
dc.title |
The role of indigenous games in enhancing early learning among preschool children in Chibombo District, Central Province, Zambia |
en |
dc.type |
Thesis |
en |
dc.description.department |
Early Childhood Education |
en |
dc.description.degree |
D. Phil. (Education) |
en |