Enhancing Peer-Led Learning Through Digital Storytelling: The Child-to-Child Approach in Uganda, Ethiopia, and Malawi

• In Event: Integrating African Indigenous Practices and Digital Tools in Early Childhood Education: Evidence-Based Approaches and Knowledge Synthesis

Proposal

The Inclusive Child-to-Child Approach (ICLAP) in Uganda challenges the traditional narrative that children learn exclusively from adults using Western pedagogies. The project empowers children in marginalized communities to lead learning activities for their peers, supported by digital tools that facilitate interactive and collaborative learning.

Employing a phenomenological design, the study collected data from 16 centers across four districts in Uganda, involving 80 young facilitators, 16 teachers, and 32 parents. Findings reveal that child facilitators, trained through digital platforms, have successfully decolonized rigid pedagogies by making learning more accessible, engaging, and culturally relevant. This approach promotes smoother transitions from early learning to primary education and reduces barriers to learning created by formal, rigid teaching methods.

The integration of digital storytelling and interactive platforms has enabled children to apply indigenous knowledge in a modern context, fostering ownership and relevance in their education. This project has not only improved learning outcomes but also enhanced children's confidence and leadership skills, preparing them for future educational challenges.

Recommendations: To scale the child-to-child approach, educational policies should incorporate these models into national ECE plans, particularly in under-resourced areas. Further, digital tools should support peer learning and enhance children's digital literacy, preparing them for a digitally integrated future.

Author

• Miria Nandera, Kyambogo University, Kampala Uganda