Thematic instruction on the wheels of indigenous stories: A creative approach to enhancing foundational learning outcomes

Agnes Afua Tetteh; Joyce Esi  Tawiah – Mensah; Ebenezer Appah  Bonney; Ernest Frimpong Akosah; George Yao Kafu

doi:10.32674/st2cm874

Authors

Agnes Afua Tetteh Peki College of Education https://orcid.org/0009-0006-6285-1072
Joyce Esi Tawiah – Mensah University of Cape Coast https://orcid.org/0000-0003-0519-2454
Ebenezer Appah Bonney University of Cape Coast https://orcid.org/0000-0002-5945-8863
Ernest Frimpong Akosah Peki College of Education https://orcid.org/0000-0002-9792-5311
George Yao Kafu Peki College of Education https://orcid.org/0009-0007-6051-2920

DOI:

https://doi.org/10.32674/st2cm874

Keywords:

integration, indigenous stories, knowledge transfer, thematic curriculum

Abstract

This study explores the integration of indigenous stories into thematic teaching in Ghanaian kindergartens to enhance foundational learning. Guided by Rogoff’s sociocultural theory and participatory action research, data were collected from four schools in the Awutu-Senya East Municipality through observations and interviews. The findings show that while indigenous stories foster engagement, identity, and literacy, their use is limited due to teachers’ lack of storytelling skills, cultural knowledge, and language fluency. The study recommends curriculum revisions, teacher training, and leveraging professional learning communities to support integration. Emphasizing indigenous narratives can strengthen early learning experiences, and further research is needed to evaluate their broader educational impact.

Author Biographies

Agnes Afua Tetteh, Peki College of Education

Agnes Afua Tetteh is a Ph.D. candidate in Early Childhood Education (ECE) with a cognate in Literacy at the University of Cape Coast. She holds M.Phil. and B. Ed in Early Childhood Education from University of Education, Winneba, Ghana. She is currently a Lecturer at the Department of Education, Peki College of Education. She has expertise in ECE, language and literacy pedagogies, play-based instructional approaches, curriculum design and implementation. Her research interest centres on issues relating to early childhood education, play-based instruction, teacher preparation, and Children's literacy.
Joyce Esi Tawiah – Mensah, University of Cape Coast

Joyce Esi Tawiah-Mensah has a Ph.D. in Curriculum and Instruction in Early Childhood Education (ECE) with cognate in Literacy; and a Graduate Certificate in Program Evaluation from University of South Florida, USA. She holds M.Phil. in Applied Linguistics and B.Ed. in Ghanaian Language from University of Education, Winneba, Ghana. She is currently a Senior lecturer at the Department of Basic Education, University of Cape Coast (UCC). She has expertise in ECE, language and literacy pedagogies, play-based instructional approaches, curriculum design and implementation as well as programme evaluation. Her research interest centres on issues relating to early childhood education, play-based instruction, teacher preparation and culturally responsive pedagogies that promote foundational learning skills and multivocal studies involving learners, parents/community and teachers.
Ebenezer Appah Bonney, University of Cape Coast

Ebenezer Appah Bonney is a PhD holder and currently the principal of Peki College of Education. His research focuses on science education, early childhood education, quality assurance and assessment.
Ernest Frimpong Akosah, Peki College of Education

ERNEST FRIMPONG ERNEST is a Ph.D candidate in Mathematics Education at Akenten Appiah – Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Kumasi-Ghana. He is also a lecturer in the Department of Mathematics & I.C.T at Peki College of Education; Post Office Box 14, Peki – Ghana, email: akferst@gmail.com. He was the forma quality assurance officer and currently the head of department of Mathematics & I.C.T department at Peki College of Education. His research focuses on realistic mathematics education, urban mathematics education, ethno mathematics, teaching mathematics for social justice, mathematics curriculum, valuing in mathematics education, teacher education, and instruction.
George Yao Kafu, Peki College of Education

George Yao Kafu is a Ph.D candidate in Geography Education at University of Ghana. He is also a lecturer in the Department of Social Sciences at Peki College of Education; Post Office Box 14, Peki – Ghana, email: gykafu1@gmail.com. He is currently the head of department Social Science at Peki College of Education. His research focuses on child migration climate and adaptability and early childhood education.

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