Learning Through Modes of Signification at an Early Childhood Level in Kenya

ABSTRACT This article explores learning through modes of signification in literacy activity books for early childhood learners in Kenya. These modes of signification are important for the cognitive and social development of children. Early childhood education in Kenya aims to prepare children for primary school by building foundational skills in a culturally responsive manner through a competency‐based curriculum. In the Kenyan competency‐based curriculum (CBC), various types of literacy books cater to different literacy development aspects. These literacy books include story books, phonemic awareness books, workbooks, vocabulary books, and writing practice books in English and Kiswahili. This article examines how child‐centered teaching methods using modes of signification in the competency‐based curriculum (CBC) can impact learning experiences and outcomes in literacy books. Dual‐coding theory is used to analyze the relationship between the modes of signification used by learners and teachers in a CBC literacy lesson in Grade 3. The findings reveal that teachers do not focus much on modes of signification, while learners do. The study concludes that incorporating multiple modes of signification into the education system can enhance literacy skills acquisition. Therefore, educators should embrace modes of signification in literacy curricula to improve learners' literacy skills.