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<p>Studies depict that early childhood programs which are based on indigenous knowledge are more valuable than the Western traditions for young children. Keeping this all-in mind, the present study is aimed at exploring the role of IK in early childhood education, particularly in numeracy development. It aims to fill the knowledge gap in indigenous early childhood education and contribute to the literature and policy on the subject. The study uses a mixed-methods approach, involving 30 elders and 30 children from the Sidama people in Ethiopia. Data was collected through semi-structured interviews, focus group discussions, and questionnaire. The findings reveal that the Sidama people’s indigenous games, such as <i>Tiiki-tiikiyyo</i>,<i> Hayyye</i>,<i> Assitta-assumma</i>,<i> and Shilinge’ya ba’u</i>, teach young children early numeracy skills. These games involve activities that help children count numbers, identify shapes, and compare objects. However, the study also found that many indigenous knowledge and practices are not well incorporated into early childhood practices. Therefore, the study suggests the need for further in-depth investigations in this area. The expected outcomes were to identify the benefits and challenges of using IK in early childhood care and education, develop a framework for incorporating IK into the numeracy curriculum and pedagogy, and provide insights into the role of indigenous games in promoting numeracy development and cultural diversity in ECCE.</p>

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Indigenous knowledge and its contribution to early childhood numeracy development

  • 期刊论文

  • 发表日期：

    2025年3月28日

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  • Dereje Dakamo Tomora,
  • Tadesse Jaleta Jirata

摘要

Studies depict that early childhood programs which are based on indigenous knowledge are more valuable than the Western traditions for young children. Keeping this all-in mind, the present study is aimed at exploring the role of IK in early childhood education, particularly in numeracy development. It aims to fill the knowledge gap in indigenous early childhood education and contribute to the literature and policy on the subject. The study uses a mixed-methods approach, involving 30 elders and 30 children from the Sidama people in Ethiopia. Data was collected through semi-structured interviews, focus group discussions, and questionnaire. The findings reveal that the Sidama people’s indigenous games, such as Tiiki-tiikiyyo, Hayyye, Assitta-assumma, and Shilinge’ya ba’u, teach young children early numeracy skills. These games involve activities that help children count numbers, identify shapes, and compare objects. However, the study also found that many indigenous knowledge and practices are not well incorporated into early childhood practices. Therefore, the study suggests the need for further in-depth investigations in this area. The expected outcomes were to identify the benefits and challenges of using IK in early childhood care and education, develop a framework for incorporating IK into the numeracy curriculum and pedagogy, and provide insights into the role of indigenous games in promoting numeracy development and cultural diversity in ECCE.