Investigating teacher practices in integrating indigenous songs for play-based learning in early childhood education centers: a multiple case study of Ndola district, Zambia.
Date
2024
Authors
Mpandashulu, Mulenga
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study examines the integration of indigenous songs into play-based learning within Early Childhood Education (ECE) centers in Ndola District, Zambia, emphasising educators' practices. The research aims to elucidate the incorporation of indigenous songs into pedagogical practices and their impact on children's learning outcomes. Employing a multiple case study design, the study utilises non-participant observations, semi-structured interviews with educators and administrators, and focus group discussions with parents. A purposive sampling technique selected 15 participants: five ECE teachers working with children aged 4–5, five school administrators, and five parents. Additionally, five ECE centers were chosen through stratified sampling. Findings indicate that teachers integrate indigenous songs across various subjects, including literacy, numeracy, and social studies, to promote cultural values and social skills. These songs contribute to children's cognitive, emotional, and social development by enhancing language acquisition, memory, and cultural identity. However, challenges such as limited resources, inadequate teacher training, and insufficient access to culturally relevant materials impede effective integration. To address these issues, the study recommends developing resource books and an indigenous song database, providing professional development programs for teachers, and strengthening community-school partnerships to ensure cultural authenticity and sustainability in classroom practices.
Description
Thesis of Master of Early Childhood Care, Development and Education