Integrating Storytelling and Inquiry-Based Approach as Pedagogies of Developing Scientific Skills in Early Childhood Classrooms
Issue: Vol.4 No.12 Special Issue Article 3 pp.32 – 42
DOI: https://doi.org/10.38159/ehass.20234124 | Published online 30th November, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Early childhood education (ECD) provides a foundation for a child’s cognitive and social development. In this context, nurturing scientific skills from an early age is crucial for fostering curiosity, analytical thinking, and problem-solving abilities. This theoretical paper explored the potential of integrating storytelling and inquiry-based approaches as effective pedagogies for developing scientific skills in early childhood classrooms. Storytelling is the use of narratives to convey information, values, and emotions. An inquiry-based approach is the use of questions, investigations, and evidence to explore a topic or problem. Over the years, students have performed poorly in science, igniting the need to reinvent other methods to help improve scientific instruction and learning in early childhood schools. Observing the kind of attitude that most learners have towards this subject, it has been argued that there is a need to consider ways and methods with which science can be made accessible and relevant to all levels of learners across the schooling system. Underpinned by bricolage, this interpretive theoretical paper sought to respond to two questions. What are the challenges and opportunities of learning science in the ECD phase and how can storytelling and inquiry-based approach mediate the learning of science instruction in the ECD phase? Findings revealed that while storytelling is known to create a fun-relaxing environment for young children when integrated with an inquiry-based approach, it has the advantage of developing scientific concepts and skills in a non-threatening environment. Young children learn best through play, games and stories and it is vital to make any learning experience relevant to their context. This study contributes to the body of knowledge by using bricolage as a theoretical foundation to encourage the use of games as a readily available local resource to enhance early childhood teaching and learning.
Keywords: Early Childhood Education, Storytelling, Inquiry-Based Approach, Science Learning and Decoloniality Theory
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Dr. Zukiswa Nhase is a Lecturer and Childhood Education Department Program Director at the University of the Free State, Faculty of Education. She is involved in the teaching of both undergraduate and postgraduate students. Her research focus is on Science Education focusing on Early Childhood and Primary education. Her research has been on exploring of opportunities and barriers to learning of science concepts, knowledge and skills in Early Childhood and Primary Education. Her research focus emanates from the home languages used for teaching and learning, the lack of resources in various schools and the opportunity of using scientific inquiry-based approach in teaching of science in early years of learning.
Prof. Bekithemba Dube holds a PhD in curriculum studies and is currently an Associate Professor and Acting Head of the Educational Foundation Department, Faculty of Education at the University of the Free State. He has published more than 100 journal articles, and book chapters and edited a volume of curriculum, religion and politics in the global south in the past 3 and half years. He has guest edited the following journals, alternation, Journal of Cultures and Values, Journal of Curriculum Studies Research, and Journal of Cultures and Values in Education. He serves on the editorial board of various journals as well. He has received various excellence awards such Master’s University Book Prize. Best Academic Student, Great Zimbabwe University, 2014, and Best Emerging Researcher in the Faculty of Education University of the Free State, 2018. The Extra Miler Exceeding Expectations Award: In recognition and appreciation of an exceptional contribution to the Unit for Language Development, 2018. Exceptional Contribution as a consultant at the Write Site Award, 2018. USDP Scholar Supervisor Award, 2019 with Colorado State University. He was awarded the Outstanding Service award, community and Excellence in the field of community engagement in the category of engaged research by the Vice-Rector, University of the Free State, 2019. Most Prolific Researcher in the Faculty of Education 2019 and 2020. Recognition for Research Excellence award UFS, 2020 for being the third highest productive scholar in the entire university. He was also awarded the Khothatsa Award for being the most inspirational lecturer, in 2021 and the best departmental award in 2021. He was awarded a supervision grant for UK-SA for a period of 3 years with the University of Highland and Islands (UK). His research focuses on African studies, decoloniality, religion and rural education in post-colonial Africa.
Nhase, Zukiswa and Dube, Bekithemba. “Integrating Storytelling and Inquiry-Based Approach as Pedagogies of Developing Scientific Skills in Early Childhood Classrooms.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 32 – 42. https://doi.org/10.38159/ehass.20234124
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).