Investigating teacher experiences in integrating indigenous songs for play-based learning in early childhood education centres : a case study of Ndola district, Zambia.
| dc.contributor.author | Mpandashulu, Mulenga | |
| dc.date.accessioned | 2025-06-27T11:09:41Z | |
| dc.date.available | 2025-06-27T11:09:41Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis | |
| dc.description.abstract | Integrating indigenous songs into play-based learning combines hands-on experiential learning with the rich cultural heritage of traditional music, creating a culturally relevant and impactful synergy. This study investigates teacher experiences on the integration of indigenous songs for play-based learning in early childhood education (ECE) settings in Ndola District, Zambia. Recognised for their role in preserving cultural identity, indigenous songs also foster children’s cognitive, moral, and social development. Through non-participant observations, semi-structured interviews with educators and administrators, and focus group discussions with parents, this research examines how indigenous songs are utilised in teaching practices. Findings reveal that teachers incorporate indigenous songs across various subjects, including literacy, numeracy, and expressive arts. These songs serve as effective tools for teaching phonics, counting, and vocabulary while instilling cultural values such as respect and honesty. Specific examples include the song “Ashintilile” for phonics and “Imbwili imo, paishila naimbi Imbwili” for counting, alongside culturally significant songs like “Ciminine” and “Wimona mamba panuma,” which emphasises respect for elders. Despite these advantages, challenges remain, including limited resources, lack of access to songbooks, and inadequate teacher training. Educators frequently rely on improvised materials and community support. To enhance the use of indigenous songs in ECE, it is crucial to address these challenges through improved resource allocation, targeted training, and curriculum development. Key recommendations include the creation of resource books, professional development programs, and partnerships with community elders. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9208 | |
| dc.title | Investigating teacher experiences in integrating indigenous songs for play-based learning in early childhood education centres : a case study of Ndola district, Zambia. | |
| dc.type | Thesis |