ARTICLE TEXT
DOI DOI: 10.38140/ijsie.v3i1.2386

Effectiveness of Sesotho folktales on children’s language skills development at a pre-school in the Maseru district, Lesotho: Parents’ and teachers’ perceptions

'Maseriti Lineo Hyacinth Morakabi1
  1. 1 University of Johannesburg, South Africa

Abstract

Folktale is an indigenous pedagogical tool that offers invaluable moral lessons and enhances children's cognitive and language skills. Some countries are considering incorporating cultural activities into the school curriculum to preserve culture and benefit from learning through local cultural resources. This study explored parents' and preschool teachers' perceptions of the effectiveness of Sesotho folktales in developing children’s language skills in Lesotho. It used a qualitative approach, employing a case study design. Semi-structured interviews were conducted with parents and preschool teachers at a preschool in the Maseru district, Lesotho. The data were analysed through thematic analysis. The findings indicate that both parents and teachers highlighted that folktales could positively influence the children’s language skills development. The findings revealed further that the art of folktale narration is disappearing among the Basotho community, as parents and teachers indicated that they do not narrate folktales to their children and learners, respectively. This study concludes that there is a need to maintain the narration and teaching of folktales in preschools and within the Basotho community, given their significant role in the development of children’s language skills and education.

How to Cite

Morakabi, ’Maseriti L. H. (2026). Effectiveness of Sesotho folktales on children’s language skills development at a pre-school in the Maseru district, Lesotho: Parents’ and teachers’ perceptions. International Journal of Studies in Inclusive Education, 3(1), 8–12. https://doi.org/10.38140/ijsie.v3i1.2386
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