| dc.description.abstract | The purpose of the study was to assess Pedagogical Practices Early Childhood Education
(ECE) teachers use to teach Literacy Skills in Rural Centers of Pemba District in Zambia.
The study objectives included finding out the strategies teachers use to teach literacy in
ECE centers in Pemba rural schools, identifying the teaching learning method (TLM)
being used to teach literacy in ECE center in Pemba district and assessing the challenges
faced in teaching literacy in rural ECE center of Pemba district. This study used a
qualitative research approach and employed a phenomenological design. To obtain data
for the study, the target population for the study consisted of the District Official School
managers, ECE teachers and learners. Purposive sampling was used to come up with the
7ECE teachers and School managers. The findings of the study indicated that there were a
number of methods that were being employed in the teaching of literacy which included
role play, songs games and dramatizations. The study also established that play methods
were usually the most effective technique because this method helped learners to learn on
their own will and pace. The study further established that the major challenges teachers
faced were lack of understanding of the language policy, lack of teaching and learning
materials and inconsistent in administrative material support from the school
administration. The study concluded, there were various pedagogical practices that early
childhood education teachers used to teach literacy skills in rural centers of Pemba
district in Zambia such as role play, songs games and dramatizations. The study
recommends that teachers should intensify incorporating of teaching strategies into their
teaching because this will help in enhancing children's understanding, socialization, and
problem-solving skills. | en_US |
