Utilising Low-Cost Materials in Tanzanian Pre-Primary Classrooms: Stakeholders’ Perspectives and Enabling Factors

Abstract

Despite the growing recognition of low-cost materials (LCMs) as effective instructional resources in Early Childhood Education (ECE), limited empirical evidence exists on stakeholders’ perspectives and the contextual factors that support their use in pre-primary classrooms in Tanzania. Guided by socio-cultural theory, which emphasizes the role of social interactions and environmental context in shaping teaching practices, this study explored stakeholders’ views and supportive factors for using low-cost materials in pre-primary classes. Using a qualitative method and a case study design, data from 17 purposively selected participants (i.e., pre-primary teachers, head teachers, and education officers) were collected through interviews and then analysed thematically. The findings revealed favourable views on the importance of LCMs in improving children’s development and learning. On the other hand, issues like availability of LCMs, teacher’s knowledge, teachers’ motivation, and support from stakeholders act as supportive factors for the use of LCMs. The study recommends professional development programme to pre-primary teachers on preparation and use of LCMs.

Keywords: Low-cost Materials, Pre-primary Education, Stakeholders’ views, Supportive factors.

DOI: 10.7176/JEP/17-6-15

Publication date: June 30^th 2026