The role of area language in children’s meaningful learning in early childhood development in selected schools in Kasubi

Abstract

The study aimed at examining the role of Area Language in enhancing children’s meaningful learning. It was carried out using a qualitative case study design in Kasubi area in Kampala district. The study was guided by three objectives: to examine the role of Area Language in the children’s meaningful learning from peers, the role of Area Language in the children’s meaningful learning from teachers and the role of Area Language in the children’s meaningful learning from parents. The study was guided by the Socio-Cultural theory of Lev Vygotsky. The researcher used interview and observation methods to collect data from the teachers, preschool children, center heads and parents. The study involved four (4) teachers, two (2) center heads, fifteen (15) children and four (4) parents. The findings of the study show that the use of Area Language in the teaching of children enables them to learn from colleagues as it enables the children to participate in peer-peer group discussions, debates, brain storming sessions and also to participate in the general class discussions, that children can correct their colleagues by giving stronger suggestions. It also enables teachers to be agents of meaningful learning as they can thoroughly explain difficult concepts with ease, have dialogues with the children and allow them to share what they know, they invite children to participate in discussions, debates and group work, they start loving their classes so much because the learners are also interested in what they are studying as they finish work in the shortest time possible and they are left with much time to rest. Because the children have unlimited freedom to speak in Area language with their parents, they learn a lot from them, lessons that are so crucial in the child’s life and even when the child grows, this knowledge got from parents in AL has a durable impact as the children cannot forget it even when they grow which makes parents effective teachers of their children. However, the study recommends that there should be translanguaging, the relevant Area Languages and English should be taught as compulsory subjects to the children. The exams should be set in the Area Language and also in English for the very questions. There should be effective teacher training in the teacher training institutions. Therefore, the study showed that Area Language enhances children’s meaningful learning as it enables them to learn from peers, teachers and parents.