This study investigated teachers' pedagogical practices for developing creative disposition among pre-primary school children in Tanzania by drawing experiences from Dodoma City and Chemba District in Dodoma Region. It employed a qualitative approach and phenomenography design in which semi-structured interviews and focused classroom observation…

The present study examined the role Culturally-Responsive Instruction (CRI) in fostering children's learning in rural Tanzania. Employing a multiple case study design, the study gathered information from 45 participants (6 pre-primary teachers and 39 parents) drawn from six schools in three districts using interviews, classroom observations, and…

Though research on inclusive education in pre-primary in Tanzania exist, they have paid limited attention to the participation of parents and pre-primary teachers, in making their schools responsive to all the children's needs. This study, therefore, was undertaken to establish how such stakeholders proactively contribute to making pre-primary…

Efforts to improve education should not neglect to provide the rich play opportunities that benefit children in so many ways. In Tanzania, the pre-primary curriculum, for example, guides teachers to use play as the primary method of teaching and learning. Despite this policy mandate for play, however, abundant evidence indicates that Tanzanian…

This paper presents the effects of using digital games on improving language learning in Tanzanian preschools. A gamified learning prototype system was developed for making alphabetical sound articulation more engaging and fun. The study was conducted with twelve preschools in Tanzania. The results revealed that preschoolers' learning performance…

The purpose of this study was to examine current pedagogical practices in early childhood education and care in Tanzania, a reflection from policy and practices to the implementation of Learner-Centred Pedagogy and to put forward possible improvements for the future. In 2005 a new pre-school education curriculum introduced a learner-centred…