From Traditional Learning to Modern Education: Understanding the Value of Play in Africa's Childhood Development

Autor/inn/en	Ogunyemi, F. Taiwo; Henning, Elizabeth
Titel	From Traditional Learning to Modern Education: Understanding the Value of Play in Africa's Childhood Development
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1768 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ogunyemi, F. Taiwo) ORCID (Henning, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Play; Teaching Methods; Child Development; Culturally Relevant Education; Teacher Attitudes; Mental Health; Physical Health; Social Development; Emotional Development; Barriers; Early Childhood Teachers; Elementary School Teachers; South Africa; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Lehrerverhalten; Psychohygiene; Gesundheitszustand; Soziale Entwicklung; Gefühlsbildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Rhymes, poetry, stories, wrestling, music and dancing were essential cultural elements through which childhood play was promoted in traditional Africa. "Modernisation" brought about by colonialism led to distortion and decline in the use of traditional play for childhood education in many parts of Africa. This work assessed the value of play in Africa's childhood education, using documentary analysis and a survey of views from South African and Nigerian childhood educators. The documentary analysis involved a review of existing research to give an overview of traditional play in Africa, while survey data generated from 62 respondents in South Africa (SA) and Nigeria (Nig) were used to illustrate the findings of the review. Traditional African play, when properly deployed, could enhance children's physical, mental, social and emotional development. This study identified 5 major obstacles to the integration of traditional and modern forms of children's play. It therefore calls for concerted efforts by policymakers, educators and parents to address the challenges associated with the identified obstacles within a trado-modern paradigm. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01