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

Abstract This study explores the effectiveness of indigenous games (IG) in fostering numeracy skills among pre-school learners in Chibombo District, Zambia. With an increasing global emphasis on play-based learning, IG offer a culturally relevant and engaging pedagogical approach in Early Childhood Education. Despite the growing recognition of play-based pedagogies, the integration of IG in formal ECE curricula remains under-researched, particularly in African contexts. This study employed a Participatory Action Research (PAR) design within an interpretivist paradigm. The research was conducted with ten ECE teachers from four primary schools in Chibombo District, who were selected purposively. Data were collected through focus group discussions (FGDs) and lesson observations. The study found that IG played a significant role in the acquisition of key numeracy skills, including counting, seriation, problem-solving, and number recognition. Teachers observed increased learner engagement, improved understanding of mathematical concepts, and enhanced critical thinking abilities among children when IG were used in the classroom. Additionally, the games provided a context for integrating cultural knowledge, fostering a sense of identity and connection to local traditions. The study concludes that IG are a valuable pedagogical tool for teaching numeracy in ECE, contributing to child development and preservation of cultural heritage. The paper recommends incorporating indigenous games into teacher training programs to equip educators with the skills to integrate culturally responsive teaching methods into their practice. The study underscores the potential of indigenous games as a transformative educational resource for early childhood numeracy development.