SCAFFOLDING INDIGENOUS PLAY PEDAGOGY: TEACHER COMPETENCE IN RURAL KENYAN PRE-PRIMARY CLASSROOMS

This study examined teachers’ competence and knowledge in using indigenous play pedagogy (IPP) to foster creativity in rural pre-primary schools in Siaya County, Kenya. Framed within sociocultural perspectives and Indigenous Knowledge Systems, it a qualitative multi-case design using semi-structured interviews with 12 teachers and 7 education officers, and 2 community elders, non-participant classroom observations (one per teacher), and teachers’ reflective journals across six schools. Data were analysed inductively using thematic analysis. Findings show a mixed competence profile. Teachers demonstrated attitudinal readiness and drew on local materials, mother-tongue cues, and movement to animate learning. However, formal preparation for IPP was limited, scaffolding for creativity was uneven, and reflective practice was weak. Creativity thrived where teachers intentionally sequenced activities, modelled in Dholuo, and applied culturally grounded storytelling and inquiry. Peer and community supports enhanced practice but remained ad hoc, producing inconsistent enactment across classrooms. Overall, teacher knowledge and pedagogical judgment, more than resource availability, determined whether indigenous play functioned as creativity-supportive learning. The study clarifies core competence domains (cultural repertoire, planning, facilitation, language mediation, and reflection) that shape IPP implementation in rural preschools, and recommends embedding IPP in teacher education, establishing cluster-based professional development, and formalising community–school partnerships.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0488/a.php" alt="Hit counter" /></p>