The contribution of traditional games in developing children’s numeracy skills in pre-primary schools in Tanzania

Show simple item record

dc.contributor.author Juma, Ramadhani
dc.date.accessioned 2018-10-15T14:24:51Z
dc.date.available 2018-10-15T14:24:51Z
dc.date.issued 2017
dc.identifier.citation Juma, R. (2017). The contribution of traditional games in developing children’s numeracy skills in pre-primary schools in Tanzania. Dodoma: The University of Dodoma en_US
dc.identifier.uri http://hdl.handle.net/20.500.12661/492
dc.description Dissertation (MA Education) en_US
dc.description.abstract This study explored the contribution of traditional games in developing children's numerical skills in pre-primary schools in Tanzania. The study was conducted in six public primary schools in Rombo District of Kilimanjaro Region involving 28 participants. This sample composed of 18 teachers (female), 10 parents (3 male and 7 females) and pre-primary children. The study employed purposive sampling to obtain pre-primary school teachers and convenience sampling technique for selecting parents. The descriptive case study design was employed using semi-structured interview, observation and FGD to collect data. The Social Cultural Theory and Cognitive Development underpinned this study. Data analysis was conducted through the Miles and Huberman (1994), thus are data reduction, data display, conclusion drawing and verification. The analysis revealed that traditional games contribute to the development of numeracy skills to the pre-primary children in Tanzania. Specifically, game (pebble, boards, dice, card, skipping rope and jumping rope) stimulate development of numeracy skills. Both teachers and parents argue that mathematical language motivates learning numeracy skills through learning by doing. They further held positive attitude on the use of traditional games as pedagogical tools in teaching numeracy literacy at school context and at home. Despite the usefulness of the of traditional games in developing children's numeracy skills, the study found shortage of games materials, overcrowded classrooms, lack of physical space for children to play traditional games, as well as lack of teacher's creativity in engaging children in traditional games during teaching and learning. The study concludes that traditional games should be used as the pedagogical tools in teaching children literacy and numeracy skills among the pre-primary children in Tanzania. It further recommended that teachers, parents and other educational stakeholders must be well informed about the usefulness of traditional games in development of children's numeracy skills and Holistic development. en_US
dc.language.iso en en_US
dc.publisher The University of Dodoma en_US
dc.subject Traditional games en_US
dc.subject Development en_US
dc.subject Numeracy skills en_US
dc.subject Teaching en_US
dc.subject Learning en_US
dc.subject Primary schools en_US
dc.subject Rombo en_US
dc.subject Kilimanjaro en_US
dc.subject Learning enviroment en_US
dc.subject Games resources en_US
dc.subject Teachers' creativity en_US
dc.subject Numeracy en_US
dc.subject Numerical skills en_US
dc.title The contribution of traditional games in developing children’s numeracy skills in pre-primary schools in Tanzania en_US
dc.type Dissertation en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UDOM-IR


Browse

My Account