Assessing the role of Play-Based Sport pedagogies in enhancing cognitive and social skills for Early Childhood Development in Rural Vhembe schools
Résumé
This study investigated the role of play-based sport pedagogies in enhancing cognitive and social skills among Early Childhood Development (ECD) learners in resource-scarce rural Vhembe District schools, South Africa, where infrastructure deficits and poverty impede holistic growth. Employing a qualitative multiple case study design, the research targeted 8 experienced ECD practitioners across 8 rural centers, using triangulated data collection over 3 months: semi-structured interviews (n=8, 45 minutes each), document analysis of 24 lesson plans, and nonparticipant observations (24 sessions, 24 hours total) with structured protocols and checklists. Reflexive thematic analysis via ATLAS.ti (version 22.0.7) of 120 transcribed pages and field notes revealed three core themes, showing practitioners’ resourceful adaptations of indigenous games like morabaraba with natural materials (e.g., stones), which drove high engagement (mean 4.2/5 Likert score) in 92% of instances; cognitive skills such as sequencing and problem-solving progressed three times faster in 85% of play sessions, while social skills like cooperation and empathy surged in 85% of interactions compared to non-play activities. These findings validate low-cost, culturally relevant pedagogies as effective for rural ECD skill-building, challenging deficit narratives and underscoring their potential for scalability. Recommendations include targeted practitioner training, policy integration into national curricula, and minimal funding for natural-material kits to improve enrollment and equity. By evidencing zero-cost, decolonial interventions in African contexts, this work advances ECD and sports pedagogy scholarship, providing a replicable framework that links indigenous knowledge to developmental outcomes and informs global education models.
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