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Thematic Instruction on the Wheels of Indigenous Stories: A Creative Approach to Enhancing Foundational Learning Outcomes

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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
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  Data: Thematic Instruction on the Wheels of Indigenous Stories: A Creative Approach to Enhancing Foundational Learning Outcomes
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  Data: <searchLink fieldCode="AR" term="%22Agnes+Afua+Tetteh%22">Agnes Afua Tetteh</searchLink><br /><searchLink fieldCode="AR" term="%22Joyce+Esi+Tawiah-Mensah%22">Joyce Esi Tawiah-Mensah</searchLink><br /><searchLink fieldCode="AR" term="%22Ebenezer+Appah+Bonney%22">Ebenezer Appah Bonney</searchLink><br /><searchLink fieldCode="AR" term="%22Ernest+Frimpong+Akosah%22">Ernest Frimpong Akosah</searchLink><br /><searchLink fieldCode="AR" term="%22George+Yao+Kafu%22">George Yao Kafu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Interdisciplinary+Studies+in+Education%22"><i>Journal of Interdisciplinary Studies in Education</i></searchLink>. 2025 14(4):153-172.
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  Data: STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
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  Data: 2166-2681<br />2690-0408
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  Label: Abstract
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  Data: 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.
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        StartPage: 153
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      – SubjectFull: Foreign Countries
        Type: general
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      – SubjectFull: Kindergarten
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      – SubjectFull: Young Children
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Ghana
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      – TitleFull: Thematic Instruction on the Wheels of Indigenous Stories: A Creative Approach to Enhancing Foundational Learning Outcomes
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