Integrating Digital Tools and Indigenous Pedagogies: The Learning through Play Model in Kenya

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

Proposal

Building on the Tayari program's success, this paper explores the integration of indigenous learning styles with digital play-based pedagogies in early childhood education (ECE). The study focuses on developing a Learning through Play (LtP) model that merges digital tools with indigenous methods such as storytelling, imitation, and collaboration to enhance early learning outcomes.

Conducted across three counties in Kenya, the study engages teachers, parents, and policy stakeholders in ongoing discussions on incorporating digital and indigenous approaches into existing curricula. Preliminary findings suggest that stakeholders value the combination of digital tools with local practices, recognizing them as essential for scaling and sustainability. The use of digital platforms for teacher training and curriculum development has facilitated the integration of play-based learning into diverse educational settings.

The research underscores the role of locally available resources and digital innovations in promoting cost-effective and scalable ECE programs. It also emphasizes the importance of policy support in institutionalizing these practices within the competence-based curriculum, ensuring adaptability to various contexts.

Recommendations: To effectively integrate digital and indigenous learning practices, contextualized Learning through Play approaches should be embedded in lesson delivery. Policies should support using digital tools and indigenous methods to foster creativity, exploration, and problem-solving among young learners.

Author

• Patricia K Kitsao-Wekulo, African Population and Health Research Center