Integration of Folklore in the School Curriculum as Pedagogical Technique: Perception of Elementary School Teachers in Jammu

Abstract

This study was conducted to highlight the various elements of folklore which can be used as pedagogical techniques for elementary school students. It also spotlights the perceptions of elementary school teachers regarding the use of folklore as an effecive pedagogical technique. Furthermore, this study suggests ways to integrate folklore into the elementary school curriculum as a pedagogical technique. The study was conducted in five educational zones of the Jammu district in which 50 elementary school teachers were selected. Simple random and purposive sampling techniques were used in the study. Self-prepared questionnaire was used by the researchers to understand the perception of teachers regarding the usage of folklore as a pedagogical technique. A descriptive survey method of research was used by the researchers in which a percentage was used to analyse the data given by the teachers. The results of the study reveal that folklore is an umbrella term and its various elements—such as riddles, legends, myths, fables, folk stories, ballads, fairy tales, various foodways and puppetry—can be as pedagogical techniques. The study also confirms that the teachers have favourable perceptions regarding the usage of folklore as a pedagogical technique. Folklore can be utilised across various subjects enhancing childen’s attentiveness and making teaching-learning more interesting. Besides, it also preserves our traditional culture and values with a focus on the integration of emotional, social, moral, and national development among students.