Learning Through Modes of Signification at an Early Childhood Level in Kenya.
Saved in:
| Title: | Learning Through Modes of Signification at an Early Childhood Level in Kenya. |
|---|---|
| Authors: | Midigo, Jackton Otieno |
| Source: | Reading Teacher. May/Jun2025, Vol. 78 Issue 6, p448-455. 8p. |
| Subjects: | Early childhood education, Third grade (Education), Literacy, Teaching aids, Books |
| Abstract: | This article explores learning through modes of signification in literacy activity books for early childhood learners in Kenya. These modes of signification are important for the cognitive and social development of children. Early childhood education in Kenya aims to prepare children for primary school by building foundational skills in a culturally responsive manner through a competency‐based curriculum. In the Kenyan competency‐based curriculum (CBC), various types of literacy books cater to different literacy development aspects. These literacy books include story books, phonemic awareness books, workbooks, vocabulary books, and writing practice books in English and Kiswahili. This article examines how child‐centered teaching methods using modes of signification in the competency‐based curriculum (CBC) can impact learning experiences and outcomes in literacy books. Dual‐coding theory is used to analyze the relationship between the modes of signification used by learners and teachers in a CBC literacy lesson in Grade 3. The findings reveal that teachers do not focus much on modes of signification, while learners do. The study concludes that incorporating multiple modes of signification into the education system can enhance literacy skills acquisition. Therefore, educators should embrace modes of signification in literacy curricula to improve learners' literacy skills. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This article explores learning through modes of signification in literacy activity books for early childhood learners in Kenya. These modes of signification are important for the cognitive and social development of children. Early childhood education in Kenya aims to prepare children for primary school by building foundational skills in a culturally responsive manner through a competency‐based curriculum. In the Kenyan competency‐based curriculum (CBC), various types of literacy books cater to different literacy development aspects. These literacy books include story books, phonemic awareness books, workbooks, vocabulary books, and writing practice books in English and Kiswahili. This article examines how child‐centered teaching methods using modes of signification in the competency‐based curriculum (CBC) can impact learning experiences and outcomes in literacy books. Dual‐coding theory is used to analyze the relationship between the modes of signification used by learners and teachers in a CBC literacy lesson in Grade 3. The findings reveal that teachers do not focus much on modes of signification, while learners do. The study concludes that incorporating multiple modes of signification into the education system can enhance literacy skills acquisition. Therefore, educators should embrace modes of signification in literacy curricula to improve learners' literacy skills. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00340561 |
| DOI: | 10.1002/trtr.70004 |
