Investigating Teacher Practices in Integrating Indigenous Songs for Play-Based Learning in Early Childhood Education Centers: A Case Study of Ndola District, Zambia

This study examines how early childhood education teachers in Ndola District, Zambia, integrate indigenous songs into play-based learning to support children's holistic development. It highlights benefits for cognitive, social, emotional, and cultural growth, while addressing challenges such as resource scarcity and training gaps.

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