Department of Early Childhood and Pre-Primary Education

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Browsing Department of Early Childhood and Pre-Primary Education by Author "Ejuu, Godfrey"

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    African indigenous games: using Bame Nsamenang’s africentric thoughts to reflect on our heritage, pedagogy, and practice in a global village
    (Taylor&Francis: Journal of Psychology in Africa, 2019-09-10) Ejuu, Godfrey
    As we go global and begin to make early childhood practices universal, certain aspects of communities remain fixed in deep realms of their everyday living and can only be accessed by those who believe in it. Believing in it requires having faith in a practice that will always be better than what others bring as “best practice”. This is because that aspect is what defines who you are and changing it amounts to removing a piece of you with the intention of replacing it with an “artificial part”. This may be the case with African indigenous games that have been played in various settings to define the Africanness of given communities. The values that these games bring to the Africans as they try to hold on to what belongs to them, is discussed in this paper. Bame Nsamenang used such thoughts to propel the Africentrism philosophy to direct thoughts into values that are African in nature, even when there are no clear boundaries of African in Africa. This article focuses on Nsamenang’s Africentric arguments in line with promotion of African indigenous games as a heritage, pedagogy, and a practice.
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    Enhancing teacher capacity building: strategies for scaling success in child to child model
    (Policy Brief, 2024) Nandera, Miria; Nantongo, Mary; Iga, Charles; Ejuu, Godfrey
    The pivotal role of early childhood teachers in shaping children’s learning and development underscores the need for effective teacher capacity building. This policy brief explores the challenges faced in Sub-Saharan Africa, particularly in Uganda, and presents a successful model for scaling teacher capacity building initiatives.
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    Scaling Deep the Child to Child Approach to Ease Transition From Pre-primary to Lower Primary in Uganda, Ethiopia and Malawi
    (Journal of Education and Development, 2024-07-30) Ejuu, Godfrey; Rucecerwa, Adela; Mayeso, Lazaro; Missaye, Mulatie Mengstie; Nantongo, Mary; Audo, Jesca; Nandera, Miria
    Background: Children benefit more from education if they are helped to transit from one level to another. Different strategies are always suggested and sometimes implemented to novel ideas that can promote transition, but with limited effort at scaling. The Child to Child Approach is one such approach that has been used to support the transition of children from pre-primary to early grade primary school. However, limited efforts have been made to support deep scaling, as most focus on just the interventions. Aim: This paper highlights strategies that were used to scale deep the Child to Child approach to support the transition of children from pre-primary to lower primary in selected districts in Uganda, Malawi and Ethiopia. Setting: This paper is based on the current situation where many interventions are being implemented in specific areas but are never scaled in marginalized communities to leverage impact. Methods: A reflective approach, field reports and a desk review were used to collect data. Results: Different strategies are highlighted including identifying and dealing with scaling deep concerns, engagement of relevant stakeholders at community, district and national levels and working with authorities in the area to endorse the approach worked best to settle the deep cultural uncertainties about scaling. Conclusion: Implementers need to identify scaling deep bottlenecks early and work to solve them before embarking on scaling approach. Contribution: This paper contributes to knowledge on what stakeholders who need to scale child to child programmes have to take into consideration for sustainability of their initiatives. Keywords: scaling deep, child to child, early learning, transition, home based