Teachers’ use of traditional games in teaching numeracy in the Banda District

Abstract

The purpose of the study was to explore teacher’s use of traditional games in teaching and learning of numeracy in early childhood centres in the Banda District. The case study design was adopted for the study. The study used the purposive sampling technique to select thirteen (13) kindergarten teachers in the Banda District. The instrument used for the collection of data was semi-structured interview guide. The data from the interview were analysed thematically. The study revealed that the use of traditional songs and rhymes, cultural arts and craft as well as traditional games activities are some of the ways through which traditional games can be used in the teaching and learning of numeracy. Also, availability of indigenous teaching and learning resources, parental involvement, and ability to enhance easy understanding as well as teacher training were some factors that influenced teacher’s use of traditional games. Again, lack of in-service training and professional development, classroom management as well as time constraints as some of the challenges to the use of traditional games in teaching numeracy. Continuous professional development, availability of indigenous teaching and learning materials, active parental involvement were some of the strategies that could be used to improve the use of traditional gamesbased pedagogy in teaching numeracy in kindergarten centres in the Banda District. The study therefore recommended that teacher pre-service training emphasize the importance that comes with the use of the traditional games-based pedagogy, provision of adequate teaching and learning materials for teachers and young children, encourage open communication between educators and parents to promote a shared understanding of the value of play-based pedagogy in nurturing well-rounded learners within the Banda District.