The significance of the early years in shaping children's cognitive, emotional, language, and social development is widely recognised. This study investigated the numeracy teaching practices and challenges in pre-primary schools. This qualitative study was conducted in Mkuranga District, using a phenomenology design; nine (9) public schools were purposely selected for the study. The participants involved were pre-primary education class teachers who were also purposely selected. This was carried out after defining the study purpose and developing the inclusion criteria. The sample was homogeneous, as the recruited participants had similar characteristics and experiences. Participants were visited in their schools. Thematic data analysis was employed, where patterns (themes) were identified, analysed and interpreted. It was found that teachers focused on teaching children how to count numbers, addition, and subtraction. The findings revealed that teachers were not conversant with teaching numeracy skills to pre-primary children. Several challenges in relation to numeracy skills teaching, such as a lack of qualified teachers, overcrowded classrooms, changing curricula, and children’s absenteeism, were also found. The study, therefore, concludes that numeracy remains a key domain of learning, which is essential for success at school, providing a bridge to further study and work, and preparing children for future economic and social prosperity. Thus, teaching numeracy in pre-primary schools should be well structured to meet the intended goal.
Innocent Nasson Messo (Mon,) studied this question.