Public Pre-Primary Teacher's Knowledge of Play-Based Pedagogy for Developing Children's Literacy Skills in Ukerewe District, Mwanza-Tanzania

Abstract

This study examines public pre-primary teachers' understanding of play-based pedagogy and its potential to enhance literacy skills. Play-based pedagogy is considered the most effective method for teaching young children the three Rs: reading, writing, and arithmetic. The research focuses on the literacy skills of teachers in Tanzania's state pre-primary schools, specifically in Ukerewe, Mwanza. Grounded in Vygotsky's Social-Cultural Theory (1978), the study involved participants from four public elementary schools, totaling seventeen individuals. Among them were eight pre-primary teachers, four public primary school head teachers, four Ward Education Officers (WEOs), and one District Education Officer (DEO). A qualitative approach was employed, utilizing a case study design and purposive sampling to select volunteers. Data were gathered through semi-structured interviews and observations. The findings identified several challenges hindering pre-primary teachers in public primary schools from improving their children pre-literacy skills. These challenges include a shortage of teachers, overcrowded classrooms, difficulties with the mother tongue, and a lack of play-based teaching and learning materials. The study recommends that the government enhance the school environment by promoting classroom play activities. It is essential to develop more play-based teaching and learning resources to improve pre-literacy skills. Additionally, hiring qualified early childhood educators and offering ongoing professional development for teachers are crucial for achieving better educational outcomes.