Development of pre-reading skills through the implementation of a competency-based approach among pre-primary children in Tanzania: The case of Songea Municipality

Despite numerous initiatives by the government and non-governmental organisations aimed at eradicating illiteracy in Tanzania, a significant proportion of primary students continue to struggle with reading. This study explored the strategies adopted by teachers to enhance pre-reading skills among pre-primary students within the framework of the competency-based approach, as well as the values they associated with these strategies. The study employed a qualitative phenomenological research design. The study involved twenty-three participants, including 15 pre-primary teachers and eight headteachers. Data were collected through classroom observations and semi-structured interviews and were analysed using thematic analysis. The teachers used pictures, songs, plays, dances, roleplaying, flashcards, grouping and talking classrooms to develop pre-reading skills. It was revealed that the values they put on these strategies include the development of creativity and confidence, connecting sounds and meaning, embodying social roles, fostering active participation and retention, and improving independent learning skills. Pictures, songs, roleplay, and interactive classroom discussions were used to develop pre-reading skills. They associated these strategies with benefits such as developing confidence through independent learning, connecting sounds and meanings, enhancing understanding of the text through imitation of social roles, fostering participation, making learning interactive, increasing vocabulary, and developing creativity. However, most activities involved the whole class, with less attention given to the individual needs of learners, who could benefit from paired and individualised activities. The teachers generally expressed a positive attitude towards the competency-based approach, suggesting that it fosters curiosity and participation; however, their knowledge of competency-based approaches was limited. Teacher training for early childhood education programmes should include modules on inclusive and differentiated teaching strategies. In collaboration with NGOs and the private sector, the government should provide schools with more teaching and learning resources tailored to pre-reading development. There is a need to invest in affordable and accessible novel technologies to support early childhood education.