Indigenous Stories in Early Childhood Education in Ghana

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.