SCAFFOLDING INDIGENOUS PLAY PEDAGOGY: TEACHER COMPETENCE IN RURAL KENYAN PRE-PRIMARY CLASSROOMS

نویسندگان

  • Evans Mos Olao PhD Student, Department of Curriculum Instruction and Educational Media, Moi University, Kenya
  • Khaemba Ongeti Professor of Curriculum & Instruction, Moi University, Kenya
  • Mary Kerich Senior Lecturer, Department of Curriculum Instruction and Educational Media, Moi University, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i11.6316

کلمات کلیدی:

indigenous play pedagogy, teacher competence, scaffolding, creativity, play-based learning

چکیده

This study examined teachers’ competence and knowledge in using indigenous play pedagogy (IPP) to foster creativity in rural pre-primary schools in Siaya County, Kenya. Framed within sociocultural perspectives and Indigenous Knowledge Systems, it a qualitative multi-case design using semi-structured interviews with 12 teachers and 7 education officers, and 2 community elders, non-participant classroom observations (one per teacher), and teachers’ reflective journals across six schools. Data were analysed inductively using thematic analysis. Findings show a mixed competence profile. Teachers demonstrated attitudinal readiness and drew on local materials, mother-tongue cues, and movement to animate learning. However, formal preparation for IPP was limited, scaffolding for creativity was uneven, and reflective practice was weak. Creativity thrived where teachers intentionally sequenced activities, modelled in Dholuo, and applied culturally grounded storytelling and inquiry. Peer and community supports enhanced practice but remained ad hoc, producing inconsistent enactment across classrooms. Overall, teacher knowledge and pedagogical judgment, more than resource availability, determined whether indigenous play functioned as creativity-supportive learning. The study clarifies core competence domains (cultural repertoire, planning, facilitation, language mediation, and reflection) that shape IPP implementation in rural preschools, and recommends embedding IPP in teacher education, establishing cluster-based professional development, and formalising community–school partnerships.

 

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بیوگرافی نویسندگان

  • Evans Mos Olao، PhD Student, Department of Curriculum Instruction and Educational Media, Moi University, Kenya

    Evans Mos Olao is a PhD candidate in the Department of Curriculum, Instruction and Educational Media (CIEM) at Moi University. He holds a Master of Education (Research) and a Bachelor of Education (Early Childhood and Primary Education). His PhD and master’s studies are funded by the German Academic Exchange Service (DAAD) through the East and South African-German Centre of Excellence for Educational Research Methodologies and Management (CERM-ESA). Evans is a Senior Research Officer at the Kenya Institute of Curriculum Development (KICD). In 2025, he joined the inaugural cohort of the African Fellowships for Research in Indigenous and Alternative Knowledges, offered by the Council for the Development of Social Science Research in Africa (CODESRIA) and supported by the Mastercard Foundation. As certified AIM-ECD Direct Assessment Trainer, he has hands-on experience measuring early childhood socio-emotional development. He is also a member of the Early Childhood Development Network Kenya (ECDNeK), where he engages in policy advocacy, research, and multisectoral collaboration. His research interests lie in educational research in African Contexts focusing on foundational learning and school leadership.

  • Khaemba Ongeti، Professor of Curriculum & Instruction, Moi University, Kenya

    Prof. Khaemba Ongeti is a professor of Curriculum, Instruction and Learning Design at Moi University. He is currently the Ag. Deputy Vice-Chancellor (Academics, Research, Extension and Student Affairs). He is a champion of pedagogical innovation for modernization of learning and a reviewer with the Commission for University Education in Kenya. Prof. Ongeti was a member of the Technical Working Committee for the establishment of the Open University.

  • Mary Kerich، Senior Lecturer, Department of Curriculum Instruction and Educational Media, Moi University, Kenya

    Dr. Mary Kerich is a Senior Lecturer in the Department of Curriculum, Instruction and Educational Media at Moi University, Kenya. She holds a Doctor of Philosophy (Ph.D.) in Education. Her research interests include educational media, curriculum innovation, teacher education, and the use of multimedia in enhancing learning. Dr. Kerich has published several articles on the integration of educational technology into teacher training programs and has been involved in numerous international and local academic conferences. She is a member of various academic networks, including the Educational Leadership and Research Association, and is an active contributor to educational media research initiatives. Dr. Kerich is committed to advancing knowledge in the field of education through collaborative research and mentorship of young scholars.

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دانلودها

چاپ شده

2025-10-11

شماره

دوره 12 شماره 11 (2025)

نوع مقاله

Articles

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