Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials
This article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop’s efforts to introduce play-based approaches in Nigerian classrooms. In addit...
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| Format: | Article |
| Language: | English |
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Mercy College
2017-09-01
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| Series: | Global Education Review |
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| Online Access: | http://ger.mercy.edu/index.php/ger/article/view/336/276 |
| _version_ | 1811312036606377984 |
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| author | Naomi A. Moland |
| author_facet | Naomi A. Moland |
| author_sort | Naomi A. Moland |
| collection | DOAJ |
| description | This article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop’s efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of Sesame Street (called Sesame Square), Sesame Workshop trains educators in play-based approaches and has distributed alphabet flashcards, puppet kits, and storytelling games to more than 2,700 early childhood classrooms across Nigeria. These materials were intended to support Sesame Square’s messages, and to foster interactive, child-centered learning experiences. However, teachers often used the materials in ways that reflected more rote-based, teacher centered approaches.
Data was gathered through observations and interviews in 27 educational sites across Nigeria that use Sesame materials. Findings reveal that teachers’ resistance to play-based approaches was sometimes for structural reasons (e.g., large class sizes), and sometimes related to their knowledge and training (e.g., they were accustomed to drilling the alphabet). I argue that ideals about constructivist, play-based learning are being disseminated by international organizations—alongside contrasting formalistic pedagogical approaches—and that all approaches will shift as they are localized. I question if approaches that are considered universally developmentally appropriate are relevant in all settings, and explore how early childhood educators adapt global pedagogical trends to make sense in their classrooms. I call for international organizations to explore context-appropriate play-based approaches that develop educators’ capacities to help all children thrive, while also incorporating local cultural beliefs about childhood and teaching. |
| first_indexed | 2024-04-13T10:30:28Z |
| format | Article |
| id | doaj.art-556ac750ae6049e8a895613aca8e0749 |
| institution | Directory Open Access Journal |
| issn | 2325-663X |
| language | English |
| last_indexed | 2024-04-13T10:30:28Z |
| publishDate | 2017-09-01 |
| publisher | Mercy College |
| record_format | Article |
| series | Global Education Review |
| spelling | doaj.art-556ac750ae6049e8a895613aca8e07492022-12-22T02:50:12ZengMercy CollegeGlobal Education Review2325-663X2017-09-01431736Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom MaterialsNaomi A. Moland 0School of International Service, American UniversityThis article examines how international organizations promote play-based pedagogical approaches in early childhood settings around the world, and how local educators respond. As a case study, I investigated Sesame Workshop’s efforts to introduce play-based approaches in Nigerian classrooms. In addition to producing a Nigerian version of Sesame Street (called Sesame Square), Sesame Workshop trains educators in play-based approaches and has distributed alphabet flashcards, puppet kits, and storytelling games to more than 2,700 early childhood classrooms across Nigeria. These materials were intended to support Sesame Square’s messages, and to foster interactive, child-centered learning experiences. However, teachers often used the materials in ways that reflected more rote-based, teacher centered approaches. Data was gathered through observations and interviews in 27 educational sites across Nigeria that use Sesame materials. Findings reveal that teachers’ resistance to play-based approaches was sometimes for structural reasons (e.g., large class sizes), and sometimes related to their knowledge and training (e.g., they were accustomed to drilling the alphabet). I argue that ideals about constructivist, play-based learning are being disseminated by international organizations—alongside contrasting formalistic pedagogical approaches—and that all approaches will shift as they are localized. I question if approaches that are considered universally developmentally appropriate are relevant in all settings, and explore how early childhood educators adapt global pedagogical trends to make sense in their classrooms. I call for international organizations to explore context-appropriate play-based approaches that develop educators’ capacities to help all children thrive, while also incorporating local cultural beliefs about childhood and teaching.http://ger.mercy.edu/index.php/ger/article/view/336/276Play-based approachespedagogyculturally relevant pedagogyglobalization |
| spellingShingle | Naomi A. Moland Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials Global Education Review Play-based approaches pedagogy culturally relevant pedagogy globalization |
| title | Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials |
| title_full | Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials |
| title_fullStr | Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials |
| title_full_unstemmed | Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials |
| title_short | Localizing Play-Based Pedagogy: Nigerian Educators’ Appropriation of Sesame Classroom Materials |
| title_sort | localizing play based pedagogy nigerian educators appropriation of sesame classroom materials |
| topic | Play-based approaches pedagogy culturally relevant pedagogy globalization |
| url | http://ger.mercy.edu/index.php/ger/article/view/336/276 |
| work_keys_str_mv | AT naomiamoland localizingplaybasedpedagogynigerianeducatorsappropriationofsesameclassroommaterials |