Thematic Instruction on the Wheels of Indigenous Stories: A Creative Approach to Enhancing Foundational Learning Outcomes
Saved in:
| Title: | Thematic Instruction on the Wheels of Indigenous Stories: A Creative Approach to Enhancing Foundational Learning Outcomes |
|---|---|
| Language: | English |
| Authors: | Agnes Afua Tetteh, Joyce Esi Tawiah-Mensah, Ebenezer Appah Bonney, Ernest Frimpong Akosah, George Yao Kafu |
| Source: | Journal of Interdisciplinary Studies in Education. 2025 14(4):153-172. |
| Availability: | STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Foreign Countries, Indigenous Knowledge, Kindergarten, Young Children, Teaching Methods, Preschool Teachers, Knowledge Level |
| Geographic Terms: | Ghana |
| ISSN: | 2166-2681 2690-0408 |
| Abstract: | This study explores the integration of indigenous stories into thematic teaching in Ghanaian kindergartens to enhance foundational learning. Guided by Rogoff's sociocultural theory and participatory action research, data were collected from four schools in the Awutu-Senya East Municipality through observations and interviews. The findings show that while indigenous stories foster engagement, identity, and literacy, their use is limited due to teachers' lack of storytelling skills, cultural knowledge, and language fluency. The study recommends curriculum revisions, teacher training, and leveraging professional learning communities to support integration. Emphasizing indigenous narratives can strengthen early learning experiences, and further research is needed to evaluate their broader educational impact. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482079 |
| Database: | ERIC |
| Abstract: | This study explores the integration of indigenous stories into thematic teaching in Ghanaian kindergartens to enhance foundational learning. Guided by Rogoff's sociocultural theory and participatory action research, data were collected from four schools in the Awutu-Senya East Municipality through observations and interviews. The findings show that while indigenous stories foster engagement, identity, and literacy, their use is limited due to teachers' lack of storytelling skills, cultural knowledge, and language fluency. The study recommends curriculum revisions, teacher training, and leveraging professional learning communities to support integration. Emphasizing indigenous narratives can strengthen early learning experiences, and further research is needed to evaluate their broader educational impact. |
|---|---|
| ISSN: | 2166-2681 2690-0408 |
