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July 29, 2026International journal of child care and education policy/International journal of child care and educationOpen Access

Numeracy skills development through indigenous games in pre-school learners: a teacher perspective

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Authors

GMGrant Mapoma MwinsaBMBeatrice MatafwaliMCMulenga Mwangala Chewe

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Overview

Participatory action research reveals indigenous games enhance numeracy in pre-school learners, suggesting effective teaching methods.

Key Points

  • The study aims to explore how indigenous games can effectively foster numeracy skills in pre-school learners, particularly in an African context.
  • Participatory Action Research design
  • Data collected through focus group discussions and lesson observations
  • Involvement of ten ECE teachers from four primary schools in Chibombo District
  • Indigenous games significantly improved key numeracy skills, such as counting and number recognition.
  • Teachers observed increased engagement and better understanding of mathematical concepts among children.
  • Games helped integrate cultural knowledge, enhancing children's identity and connection to local traditions.

Cite This Study

Mwinsa et al. (2026) studied this question.

synapsesocial.com/papers/6a69a2fcc8da07d9defa718fhttps://doi.org/10.1186/s40723-026-00187-0
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Also Consider

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  1. 1Efficacy of indigenous games on literacy and numeracy development in pre-schoolers in Zambia2024 · 12 citations
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  3. 3Traditional Children’s Games: Their Relevance on Skills Development among Rural Zimbabwean Children Age 3–8 Years2021 · 49 citations
  4. 4The Place of Indigenous Cultural Games by Educators in the Teaching and Learning of Mathematics2014 · 14 citations
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