Efficacy of Indigenous Games on Literacy and Numeracy Development in Pre-Schoolers in Zambia

Autor/inn/en	Grant M. Mwinsa; Murunwa Dagada
Titel	Efficacy of Indigenous Games on Literacy and Numeracy Development in Pre-Schoolers in Zambia
Quelle	In: South African Journal of Childhood Education, 14 (2024) 1, Artikel 1555Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Grant M. Mwinsa) ORCID (Murunwa Dagada)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Forschungsbericht; Foreign Countries; Game Based Learning; Indigenous Knowledge; Literacy Education; Numeracy; Rural Schools; Preschool Education; Program Effectiveness; Reading Skills; Mathematics Skills; Teacher Attitudes; Faculty Development; Teacher Competencies; Parent Participation; Teacher Education Programs; African Culture; Barriers; Preschool Teachers; Zambia + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Pre-school education; Vorschulerziehung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lehrerverhalten; Lehrkunst; Elternmitwirkung; Africa; Culture; Afrika; Kultur; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Sambia
Abstract	Background: The most effective indigenous games well known to pre-schoolers must be used in schools, given the significance of literacy and numeracy abilities in children's future educational prospects and successes. Aim: The goal of this article was to determine the efficacy of indigenous games in promoting literacy and numeracy skills among preschool children. Setting: Ten teachers were selected from the four rural selected schools in Zambia with Early Child Education (ECE) centres. Methods: The article used a participatory action research design with a purposive sampling technique. The researchers used interviews and participatory observations to collect data. Results: The study found that indigenous games, when used effectively, can have the potential to promote the child's literacy and numeracy skills, even though some teachers found them challenging to execute. The study adopted a thematic analysis approach to analyse a set of data and search for patterns in its interpretation to identify themes. Conclusion: The study has shown that indigenous games have many benefits for preschoolers' learning. The study recommends that teachers should attend intensive continuing professional development (CPD) workshops and seminars to gain the knowledge and abilities necessary to effectively and suitably teach ECE learners pertinent skills through traditional games. Parents should be involved in teaching traditional games. Besides, the curricula of universities and colleges of education should include instructions in indigenous games for teacher preparation. Contribution: Research on the use of indigenous games in promoting the acquisition of literacy and numeracy skills in Zambia is limited, hence this enquiry. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06