Challenges in Enhancing Letter-Name Knowledge Acquisition for Public Pre-Primary Children in Shinyanga Region

Abstract

Letter Name Knowledge is among the most vital emergent literacy skills that predict future reading and writing among pre-primary children, and teachers are central to learning. Much has been researched on the factors influencing letter name acquisition, including the child's characteristics in the home and school environment. Less research has been done on pre-primary teachers’ views on the factors they encounter in enhancing letter name skills in children. This study investigated pre-primary teachers' challenges in enhancing letter-name knowledge among pre-primary learners in the Shinyanga District Council, Shinyanga Region. The study identified challenges pre-primary teachers encounter in enhancing letter-name knowledge. The study also assessed the challenges pre-primary teachers face in enhancing the knowledge of letter names for pre-primary children with the guidance of the Whole-Child Approach. A qualitative approach and phenomenological design were utilised for the study.20 (to the point of saturation) pre-primary teachers were involved in the interview for data collection. The obtained data were analyzed thematically. The findings identified the following challenges: pre-primary children’s use of mother tongue, inadequate teaching and learning facilities and instructional materials, lack of teachers’ professionalism, large class size and instructional burden, children absenteeism and implementation of pre-primary curriculum. In conclusion, the identified challenges influence pre-primary teachers' effectiveness in enhancing letter name knowledge acquisition for public pre-primary children in the Shinyanga region. The study recommends that the Ministry of Science and Technology (MoEST) create a mother tongue policy for pre-primary children for quality, fair and holistic comprehensive curricula provision in rural areas.