International Journal of Research and Reviews in Education
ISSN: 2056-9726
Vol. 8(2), pp. 15-26, November 2022

Strategies to incorporate indigenous stories into early childhood education in Northern Ghana

Richard Amoah

Faculty of Culture and Development Studies, Millar Open University. Box 406, Bolgatanga, Upper East Region, Ghana.

To whom correspondence should be addressed. E-mail:

Received 06 September, 2022; Received in revised form 15 October, 2022; Accepted 20 October, 2022.


Indigenous Stories, Storytelling, Pedagogy, Early childhood education, Teachers.

Incorporating indigenous stories into early childhood education has recently received enormous attention in scholarship. Indigenous stories are recognized as practical tools to facilitate effective learner participation, develop social skills such as listening and speaking and represent the cultural heritage of learners. Despite these benefits, there are gaps in the pathways to incorporate indigenous stories into classroom pedagogy at the early childhood level in the Bongo District in Northern Ghana. The primary objectives of this research were therefore to describe the strategies to incorporate indigenous stories into early childhood education pedagogy and how teachers can deploy indigenous stories as pedagogical strategies in their classroom practice. The study employed a qualitative research design and conducted interviews and focus group discussions with 46 educators (KG teachers, head teachers, other education officers) and 25 parents on strategies to incorporate indigenous stories into KG classroom teaching. The study found vital strategies that include teacher training and re-training to have creative skills, implementation of the early childhood education policy, documentation of stories, and strengthening school-community relationships for knowledge sharing. The study, therefore, recommends efforts toward comprehensive implementation of early childhood education policy and highlighting indigenous knowledge systems, documenting relevant stories, and creating an interactive and participatory learning environment to facilitate learner-centred pedagogy and institutionalize parents' role as critical in the education of children.

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