Traditional Children's Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3-8 Years

Autor/inn/en	Madondo, Fortunate; Tsikira, Joseph
Titel	Traditional Children's Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3-8 Years
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 3, S.406-420 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Madondo, Fortunate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1982084
Schlagwörter	Foreign Countries; Games; Folk Culture; Teaching Methods; Child Development; Indigenous Knowledge; Culturally Relevant Education; Skill Development; Play; Early Childhood Education; Rural Schools; Early Childhood Teachers; Teacher Competencies; Knowledge Level; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Game; Spiel; Spiele; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrkunst; Wissensbasis; Simbabwe
Abstract	This study demonstrates the richness of traditional children's games as an instructional tool for promoting holistic child development at the early childhood development (ECD) level. The study examines traditional children's games from rural Zimbabwe. Valuable insights were drawn from different dimensions of indigenous knowledge systems, ranging from linguistics, crafts, cognitive skills, and clinical psychology. In this grounded theory study, participants included 10 ECD educators from rural schools in five selected Zimbabwean provinces. The researchers employed systematic random sampling technique. Data were generated using questionnaires, face-to-face interviews, and observations conducted in the five participating schools. The multiplicity of data generation methods enhanced validity of the data through triangulation. Findings suggested that traditional children's games take cognizance of children's socio-cultural context and are thus culturally relevant. The researchers recommend that ECD educators should maximize use of traditional children's games in teaching. The skills that children develop in the classroom through cultural heritage resources like games are useful and sustainable in everyday life and the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01