Author Information
Sifiso E. Ncube, University of the Free State, South AfricaSikhangele Mcelelwa, University of the Free State, South Africa
Isaac Hlatshwayo, University of the Free State, South Africa
Abstract
Developing socio-emotional skills of Early Childhood Development (ECD) learners with disabilities is very crucial. Early childhood education aims to empower all learners with skills to regulate their emotions, build strong lasting relationships, socio-emotional intelligence, and resilience among other skills. This qualitative study done in Mzilikazi District in Bulawayo aimed to explore the influence of inclusive cultural games in developing socio-emotional skills in ECD learners with disabilities. It used a case study research design. A sample of six purposively selected qualified ECD teachers was used. ECD teachers were interviewed to solicit information about their individual experiences on the use of inclusive cultural games to develop socio-emotional skills in learners. Additionally, participants were observed to witness the strategies they used to mitigate challenges they encountered when using inclusive cultural games in regular classrooms. A thematic approach was used to identify patterns, organise, interpret, and analyse data. This study revealed that ECD teachers rarely used inclusive cultural games during the teaching and learning process in mainstream classrooms. Furthermore, it was found that they lacked training on how to modify inclusive cultural games to cater for disabled learners hence lamented over the shortage of materials and time constraints due to congested timetables. The study recommended that in-service or staff development programs be done to equip ECD teachers with practical skills and knowledge to integrate inclusive cultural games and facilitate the development of socio-emotional skills in ECD learners with disabilities. The study also recommended collaboration between schools and the community to support inclusive cultural games.
Paper Information
Conference: PCE2025Stream: Education & Difference: Gifted Education
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Ncube S., Mcelelwa S., & Hlatshwayo I. (2025) Inclusive Cultural Games as a Medium for Socio-Emotional Development in Early Childhood Learners With Disabilities ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 393-407) https://doi.org/10.22492/issn.2758-0962.2025.30
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.30
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