Abstract: In Tanzania, many early-grade learners struggle with low levels of engagement and motivation, which hampers their mastery of foundational skills in literacy and numeracy. In response to these challenges, gamification has emerged globally as a promising pedagogical approach; however, its adoption and influence within the Tanzanian context remain under-researched. Therefore, this paper presents a comparative analysis of gamification strategies and their effects on motivation and engagement in early childhood learning within public and private schools in Dodoma City. The study specifically examines how differences in school environments affect the implementation and outcomes of gamified teaching methods, particularly in promoting pupils’ motivation and engagement in learning basic skills (3Rs). Using a qualitative multi-case design, data were collected from two public and two private primary schools through interviews, focus group discussions, and classroom observations. Findings reveal that private schools utilize more digital gamification tools due to their better infrastructure, while public schools tend to rely on traditional games. Despite contextual differences, teachers in both settings perceived gamification as an effective approach for increasing pupil engagement and motivation. Challenges included a lack of digital tools in public schools and inconsistent training across all schools. The study recommends increased investment in infrastructure, equitable access to technology, and teacher professional development programs tailored to gamification pedagogy.

Everlyne Chebet – Department Of Early Childhood Education, Kisii University

Ismael N. Joseph – Department of Psychology and Early Childhood Education Kisii University

Email: gmainangugi@gmail.com

Abstract: This study examines the impact of movement activities on psychomotor skill development in early childhood learners. Conducted in Kesses sub-county, Uasin Gishu County, Kenya, the research follows Friedrich Froebel’s theory of play (1987). A descriptive research design was used, with a population comprising headteachers, ECDE teachers, and curriculum support officers (CSOs), totaling 410 participants. A sample size was determined using the Yamane formula, resulting in 176 primary school teachers, 18 headteachers, and 4 CSOs. Random sampling was used for teachers and headteachers, while purposive sampling selected CSOs. Data was collected using questionnaires for teachers and interview guides for headteachers and CSOs. Reliability was ensured through test-retest and Cronbach Alpha Coefficient, with a coefficient of 0.70 indicating high dependability. Quantitative data was analyzed using SPSS version 25, and qualitative data was analyzed thematically. Findings revealed a positive significant relationship between movement activities and psychomotor skills development (r = 0.229). The study concluded that the implementation of movement activities in Kesses sub-county was relatively low. The researcher recommends that stakeholders address the low levels of psychomotor skills development in early childhood education, with teachers providing age-appropriate activities. The findings are valuable for headteachers, teachers, the community, sponsors, and policymakers in developing movement activity policies for early learners.