Research Articles (Early Childhood Education)

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Teachers’ experiences of executive functions in Grade R
(University of Venda, 2023-12) Etokabeka, Elsa Marilise de Carvalho; Masola, Francinah; Moen, Melanie Carmen
Numerous Grade R learners in South Africa are not ready for formal education. Teachers’ low qualifications are linked to learners’ inadequate development of executive functions in Grade R. As a result, preschool children commence formal schooling without the necessary executive functions, which causes unsuccessful adaptation in the formal school. This lack of executive functioning skills has a negative and everlasting impact on children’s schooling. The study included eight Grade R teachers from four private schools, who had experience in teaching executive functions. In doing so, it examined preschool teachers’ experiences of executive function skills in Grade R lessons. Vygotsky's sociocultural theory served as a mediating framework that fosters the development of executive functions in learners. In the end, the results indicated that cultivating executive functions can be challenging when pre-schoolers lack essential cognitive and behavioural skills in the classroom. The paper holds potential benefits for the preschool learning environment, promoting school readiness, as well as contributing to improved academic achievement in children.
Predictors of hearing loss disability : a multinational study using the ICF core set
(Taylor and Francis, 2025) Mahomed-Asmail, Faheema; Graham, Marien Alet; Swanepoel, De Wet; Manchaiah, Vinaya; Yerraguntlag, Krishna; Karlsson, Elin
PURPOSE : Objective audiological assessments provide valuable insights on physiological dimensions of hearing loss (HL), but not on lived experiences and functional limitations perceived by individuals. This study employed the multidimensional ICF framework to explore how demographic and diagnostic variables predict self-reported disability in adults with HL. METHOD : This cross-sectional study included 571 participants from India (94), South Africa (79), Sweden (219), and the USA (179). Responses from structured interviews based on the ICF were measured against demographic and diagnostic variables. RESULTS : 74.6% of the participants were hearing aid (HA) users with moderate-to-severe HL. Five statistically significant predictors were identified; HA usage, degree of HL, level of education, age, and income bracket. The predictors were associated with the ICF components; body functions (b126, b210, b230, b240), activity and participation (d310, d350) and environmental factors (e125, e250, e310, e355, e410, e460). CONCLUSIONS : This study emphasises that an individual’s experience with HL is significantly influenced by various factors beyond the severity of the HL itself. This underscores the ICF’s utility in capturing the complex interplay of biopsychosocial factors on HL. Identifying significant predictors could aid in tailoring interventions to improve health outcomes and quality of life for individuals with HL.
Developing a novel model for ICT integration in South African education : insights from TIMSS
(MDPI, 2024-08-09) Graham, Marien Alet; Kruger, Guillaume Matthys; Van Ryneveld, Linda; marien.graham@up.ac.za
ICT integration in the classroom is viewed as a panacea towards resolving education challenges. A quantitative approach using South African Trends in International Mathematics and Science Studies (TIMSS) 2019 Grades 5&9 data with a positivist philosophical stance was used to explore ICT use. For a long time, most school research took the form of small-scale qualitative studies, such as case studies or critical policy studies; however, research in education has witnessed an increasing demand for high-quality, large-scale quantitative studies such as the current study. TIMSS utilised a two-stage stratified cluster sampling design, sampling schools by size and selecting intact classes. This study focusses on South Africa where 297 schools, 294 mathematics teachers, and 11,903 students were sampled at Grade 5 level, and, at Grade 9 level, the sample consisted of 519 schools, 543 mathematics teachers and 20,829 students. More than 50% of students attend schools lacking computers/tablets, a figure that rises to nearly 90% concerning their availability in classrooms. Less than half of students attend schools utilising online learning systems or providing digital resources. Principals in approximately half the schools indicated shortages/inadequacies in technologically competent staff, and audio-visual and computer technology/software resources. Approximately 80% of teachers expressed interest in future technology integration training for both grades when surveyed. Over half of the students lacked home internet access; however, the majority had access to cell phones and computers/tablets at home. In tailoring this study to the South African context, a novel model for ICT integration emerged which draws upon the Dynamic Model of Educational Effectiveness and the TIMSS curriculum model. Recommendations for improving policy and practice in ICT implementation in schools are structured around the new model.
Caregivers’ perspectives of early developmental tele-assessments in challenging circumstances
(AOSIS, 2024-07-23) Du Toit, Maria Neethling; Eccles, Renata; Westwood, Kailin Amber; Graham, Marien Alet; Van der Linde, Jeannie
BACKGROUND : Outbreaks, such as the COVID-19 pandemic in 2020, exacerbate barriers to accessing early childhood developmental care. Tele-assessment may serve as an innovative approach to developmental monitoring to overcome service delivery amidst challenging circumstances. It is vital to collect caregivers’ perspectives of this potential service delivery method to inform clinical decision making. OBJECTIVES : This study aimed to determine caregivers’ perspectives of interview-based early developmental tele-assessment in a South African context. METHOD : Thirty caregivers of children (aged birth – 36 months) completed a caregiver-report developmental assessment via a telecommunications platform, as well as an online questionnaire probing their perspectives on the tele-assessment. RESULTS : Most participants (96.7%, n = 29 out of 30) rated their overall experience of the teleassessment as positive; however, 53.8% (n = 14 out of 26 that answered the question) indicated that they would additionally still prefer in-person assessment. CONCLUSION : Tele-assessment appears to be a viable approach for caregivers to access developmental care during circumstances such as COVID-19. CONTRIBUTION : This study provided valuable insight into a novel approach using interviewbased early developmental tele-assessment and the perspectives of caregivers thereof.
Editorial : Rehabilitation, communication disorders and person-family-centered care
(Frontiers Media, 2024-08) Mahomed-Asmail, Faheema; Graham, Marien Alet; Glade, Rachel; Nicholson, Nannette; faheema.mahomed@up.ac.za
No abstract available.
Evaluating the effectiveness of African School of Hypertension for non-physician health workers, a qualitative study : QuASH hypertension study
(Ubiquity Press, 2024-07) Isiguzo, Godsent C.; Adejumo, Oluseyi A.; Nwude, Ifeanyi E.; Amaechi, Uzochukwu M.; Ayoola, Ayodele Y.; Mamven, Manmak H.; Mutagaywa, Reuben K.; Oguntade, Ayodipupo S.; Isiguzo, Kelechi G.; Adeoye, Abiodun M.; Hind, Beheiry M.; Doku, Alfred; Damasceno, Albertino A.; Mbulaje, Lucia D.; Marwa, Sebastian C.; Aje, Akinyemi; Avorkliya, Louis; Jaiteh, Lamin E.S.; Akumiah, Florence K.; Ogola, Elijah N.; Auala, Tangeni; Okereke, Chinonso J.; Onwubere, Basden J.; Akintunde, Abiodun A.; Odili, Augustine N.
BACKGROUND : The implementation of task sharing and shifting (TSTS) policy as a way of addressing the shortage of physicians and reducing the burden of hypertension in Africa birthed the idea of the African School of Hypertension (ASH). The ASH is saddled with the responsibility of training non-physician health workers across Africa continent in the management of uncomplicated hypertension. AIM : To get feedback from some faculty members and students who participated in the first ASH programme. METHODS : This was a cross-sectional exploratory qualitative study conducted among eight students and eight faculty members. Feedback from the program was obtained by conducting in-depth interviews centred on description of course content; expectations and knowledge acquired from ASH; level of interaction between students and faculty members; challenges faced during the ASH; level of implementation of acquired training; and suggestions to improve subsequent ASH programs. RESULTS : The course content of the ASH was described as simple, appropriate and adequate while interaction between students and faculty members were highly cordial and engaging. New knowledge about hypertension management was acquired by the students with different levels of implementation post-graduation. Some identified challenges with the ASH program were poor internet connectivity during lectures, non-uniformity of TSTS policies and hypertension management guidelines across Africa, technical problems with hypertension management app and low participation from other African countries apart from Nigeria. Some recommendations to improve ASH program were development of a uniform hypertension management guideline for Africans, wider publicity of the ASH, interpretation of lectures into French and Portuguese languages and improvement of internet connectivity. CONCLUSION : The ASH programme has largely achieved its objectives with the very encouraging feedback received from both faculty members and the students. Steps should be taken to address the identified challenges and implement the suggested recommendations in subsequent ASH program to sustain this success.
Promoting and protecting the developing self-identity of the young, transracially adopted child in South Africa
(Springer, 2024) Heyns, Maynette; Moen, Melanie Carmen; Finestone, Michelle; Shabangu, Sifiso
PURPOSE : Transracial adoption (TRA), where parents from one race adopt a child from another race, usually occurs with Black children being adopted by White parents in South Africa. METHOD : Using multiple case studies (seven children) and a qualitative research design, the self-identity (personal and social) of six- to ten-year-old TRA children was explored. Data were collected from the adoptive parents and teachers by means of semi-structured interviews and the Child Behaviour Checklist. Additionally, parents completed a questionnaire and a Likert-style response scale. Participating children were assessed by an independent psychologist using three projective techniques. The data generated were thematically analysed. RESULTS : There were six emergent themes, all conducive to healthy self-identity development by securing primary identity motivators of belonging and acceptance. The children exhibited advanced communicative skills and a novel approach to group membership, increasing their social accessibility and inclusion. A distinctive theme was a desire for a dedicated personal space and possessions symbolizing permanence in the family. The universal adoptive elements of loss and rejection was confirmed, possibly more prevalent due to an observable adoptive status and physical dissimilarity from the adoptive family. Intentional parenting promoting healthy self-identity was apparent. Lastly, the importance of placing the children in an accommodating and sensitive school environment was noted. DISCUSSION : While not a comparative study, and with only seven children, it appears that these TRA children, with the acquisition of positive social skills and a sensitive and purposeful home and school environment, possessed the building blocks necessary to nurture a healthy self-identity.
Measuring dimensions of teacher resilience in Africa : self-efficacy and teacher efficacy
(Education Association of South Africa, 2024-08) Jonker, Carine; Graham, Marien Alet; Ebersohn, L. (Liesel)
With this article we aimed to contribute evidence on reliable and valid measurement of teacher resilience in an under researched African context and population. Scales from an existing instrument, ENTREEi, were used to measure the resilience of pre-service teachers at a South African university. The sample constituted 1,193 final-year pre-service teachers (20–32 years), who completed the FIRE teacher resilience measure (2015 to 2017). Teacher resilience data were purposively selected from the FIRE dataset and items analysed related to self-efficacy and teacher efficacy beliefs. A quantitative approach was used, which consisted of reliability (internal consistency using Cronbach’s alpha) and validity (construct validity using Spearman correlations) analyses of the teacher resilience scale and the teacher efficacy scale. The statistical analyses indicate that the FIRE teacher resilience measure is a reliable and valid measure for intrapersonal resilience-enabling pathways in a challenged context. The underlying variable structure of the teacher resilience scale and teacher efficacy scale held in a Global South setting when used with pre-service teachers. The article contributes to teacher resilience measurement discourse by providing insights into the utility of teacher resilience scales in South Africa. The results act as a precursor for comparative teacher resilience results worldwide for future studies.
Collaborative conversations with teachers about hope : during and after Covid-19
(Scriber Editorial Systems, 2024-08) Swanepoel, Nadia; West, Joyce Phillis; nadia.swanepoel1@up.ac.za
The concept of hope, from both a secular and Christian perspective, has been debated in many disciplines for centuries. Ideas around the phenomenon of hope have recently expanded in the field of education, owing to the major changes and challenges teachers had to face during the COVID-19 pandemic. Contemplating the concept of the source or existence of hope, especially during challenging times, requires careful investigation into how people interpret and experience hope. Therefore, this qualitative study focuses on teachers’ interpretations and experiences of hope during and after the COVID-19 pandemic. This study was conducted through two collaborative conversations held with teachers as part of a community engagement project stretching across the duration of the COVID-19 pandemic. Deductive data analysis was done through ATLAS.ti. The findings revealed that the teachers had a similar understanding of hope. Furthermore, it was also found that hope cannot be described solely from a secular or Christian perspective. However, the participants’ beliefs regarding the source of hope differed. These beliefs provided insight into whether participants’ understanding of hope was based on a secular or Christian perspective. From a secular perspective, hope was understood from the hope theory of Snyder et al. (1991). According to this theory, hope results from pathways thinking (planning various routes to a given goal), agency to reach a goal, and goal setting. In contrast, from a Christian perspective, hope views God as the source of hope owing to his promises. The invisible force of hope, whether agency-based or faith-based, was found to be central to teacher agency; therefore, the term “faith-based, purpose-driven hope” emerged from the data. Recommendations are made regarding the importance of nurturing teachers’ hope to improve educational outcomes.
Early childhood development (ECD) centre leadership during COVID-19 in urban and rural areas in South Africa
(University of Kwazulu-Natal, 2021) Bipath, Keshni; Aina, Adebunmi Yetunde; keshni.bipath@up.ac.za
Good quality education is usually considered a great ‘equaliser’, yet bridging the inequality gaps in South Africa seems to be an impossible task. Effective Early Childhood Development (ECD) programmes have a positive influence on children’s development and school readiness by providing valuable educational and social experiences. In response to the coronavirus disease 2019 (COVID-19) pandemic, ECD operators were instructed by the Department of Social Development (DSD) to close on 18th March 2020 to prevent the spread and acceleration of infection. This lockdown highlighted the plight of ECD operators who were not able to collect fees from caregivers, impacting the payment of salaries and other fixed costs. The livelihoods of the majority of ECD operators are sensitive to broader economic impacts that affect household income. Media articles and reports were used to explore the government’s response to the ECD sector in South Africa. Narrative vignettes were utilised to analyse the lived experiences of four ECD principals from two rural and two urban contexts. Context- responsive leadership is presented as a lens through which to view the leadership experiences of the four principals. Findings show that government departments undervalued and neglected the ECD workforce. However, while the article was being written (during October 2020), signs of the government hearing the voices of concerned practitioners and providing financial relief became visible. The COVID-19 pandemic had placed ECD in the spotlight through court cases and signed petitions and accentuated the differences in the context-responsive leadership behaviour between principals in rural and urban areas.
Rethinking parental involvement for greater parent agency in early childhood development in South Africa
(University of Venda, 2023-12) Ebrahim, Hasina Banu; Bipath, Keshni; Theron, H.
Internationally, the focus on parents in their variety of forms and how to enable their resourcefulness continues to invite debate in early childhood development (ECD). In South Africa, the change in the function shift in ministries, the development of curriculum and teacher education policies for ECD has necessitated a key focus on parents as knowledge holders with agency. This article aims to rethink the constraining model of parental involvement to enable greater parent agency in ECD. A qualitative case study utilising purposeful sampling of eleven parent participants in the Dr Kenneth Kaunda District of the North West Province was undertaken to accomplish this. The sociological perspective of parent agency and the continuum from parental involvement to parental engagement theory, as posited by Goodall and Montgomery (2014), is used to make sense of parents’ positionalities. The findings show that the centres were strongly positioned as the agents who cast parents as helpers in the activities of the centre as well as providers and consumers of information. This made the parental involvement conceptualisation dominant. The lack of focus on parent agency has created a need for urgent intervention to support parents as primary caregivers and to enhance the theme of “no parent left behind”.
Challenging South African early childhood development teachers' perceptions and pedagogical practices regarding gender
(Routledge, 2024) Singh, Renisha; Bipath, Keshni; keshni.bipath@up.ac.za
To develop gender equality, teacher perception and pedagogical practices need to be challenged. This article sets out to explore challenging early childhood development (ECD) teachers’ perceptions and pedagogical practices regarding gender in South Africa. There is a dearth of research on gender pedagogical practices among ECD teachers. The research methodology employed participatory action research that focused on collaborative learning workshops. Data collection methods were interviews, observations, reflective journals and focus group discussions with 12 ECD teachers. Data was generated in two phases. The first phase revealed that teachers’ perceptions and pedagogical practices of gender needed to be challenged as they were gender biased. The second phase, teachers highlighted the influence of challenging their perceptions and pedagogical practices on gender. Findings revealed that learning environments were more gender aware by challenging teachers’ perceptions and pedagogical practices. The findings revealed that teachers’ development programmes are paramount to gender-equitable transformations at ECD centres.
The reality of transitioning from orphanages to family homes : life in extended families in Zimbabwe
(Sage, 2024-03) Moen, Melanie Carmen; Chiimba, Cathrine M.; Etokabeka, Elsa Marilise de Carvalho
SUMMARY : Many young orphans in Zimbabwe grow up in residential care facilities, but according to governmental policies and literature in this field, these children should be transitioned to extended families to ensure optimal development. Thus, semi-structured interviews was conducted with a social worker, two residential care administrators and five extended families; whereas the participating orphans were asked to draw and narrate their lives in RCC and their extended families. This article provides empirically derived insights to the inner experiences of the transition processes of five young orphans and their extended family members, two residential care administrators, and one social worker. The theoretical approach taken to analyze the data consisted of the inductive data analysis. FINDINGS : Although transitioning to a family is deemed ideal for orphans it was apparent in this study that most of the orphans found their new family life challenging and stressful. Several themes emerged from the data, namely financial constraints hindering the transition experiences in families; lack of training of family members on how to support orphans in their families, as well as emotional and cognitive challenges faced by orphaned children. APPLICATION : The insights of this study can be used to improve the transition experiences of young orphans, especially in Zimbabwe. Future practical and policy changes are also suggested.
Knowledge and needs of theology students on voice and vocal hygiene at a South African institution of higher education
(Sage, 2025-05) Maasz, Johan Jacobus; Van der Riet, Sonika; Henriët, Marinique; Britz, Leanet; Graham, Marien Alet; Du Toit, Maria Neethling; Van der Linde, Jeannie; johan.maasz@up.ac.za
Preachers are professional voice users (PVUs) who regularly experience high vocal demands, often leading to vocal difficulties or disorders. Research has established that this often occurs due to a lack of sufficient knowledge of the vocal mechanism and vocal hygiene in this population. Student preachers are therefore also considered to be a potential at-risk group for the development of vocal difficulties once they enter the occupation. This study therefore aimed to determine the knowledge and needs of theology students at a South African institution of higher education regarding voice production and vocal hygiene. A cross sectional online survey using non-probability purposive and convenience sampling was distributed to participants through email to obtain data on the education, training, needs, and knowledge of voice production, vocal hygiene, and voice use among the participants. A clear need was observed for education and training on vocal health and hygiene amongst the study population. The participants presented with limited knowledge about voice production and vocal hygiene, however, they also reported to not regularly implement this limited knowledge in day-to-day voice use or practice. This study found a willingness among participants to learn more about voice and vocal hygiene. This study confirmed that theology students, as future PVUs, receive minimal-to-no training on voice and vocal hygiene, despite their increased risk for voice difficulties.
Unblocking the system to strengthen implementation of early childhood development policies and practice in South Africa
(OpenED Network, 2024-02) Matjokana, Tuelo Nelly; Bipath, Keshni
Government sectors responsible for early childhood development (ECD) often have competing priorities and obligations which manifest through fragmentation, silo conflicts, and power dynamics, thus failing to implement ECD policies in South Africa effectively. This article aims to provide a framework for strengthening the implementation of ECD policies to enhance quality early childhood care and education (ECCE) in the Gauteng province of South Africa. Using a qualitative approach within an interpretive paradigm, data was obtained through open-ended semi-structured interviews, observations, and field notes. Key stakeholders, including ECD managers, practitioners, and education officials, were purposely sampled. The conceptual lens was used for exploring the current implementation of ECD policies at the systems level in the theoretical framework. The findings revealed communication and information blockages at the level of national, provincial, and district offices. As a result, ECD centers were left uninformed of the new policies and frameworks for implementation. A framework that stipulates standardized training for the Department of Education officials, support for ECD principals, managers, and practitioners, and open communication through bi-annual conferences and monthly community of practice (CoP) virtual meetings will ensure that policies are implemented and that quality ECD education is achievable in South Africa.
Nurses' perspectives on the impact of the COVID-19 pandemic on parental involvement in NICUs
(Elsevier, 2024) Ncube, Sthembiso; Van der Linde, Jeannie; Du Toit, Maria; Graham, Marien Alet; Eccles, Renata; renata.mosca@up.ac.za
BACKGROUND : Nurses are key healthcare professionals in service provision to infants and their families in neonatal intensive care units and are pivotal in observing parental involvement in their infant’s care. The COVID-19 pandemic led to various restrictions which impacted these units specifically. AIM : To investigate nurses’ perspectives regarding the impact of the COVID-19 pandemic on parental involvement in their infants’ care whilst in neonatal intensive care units. METHODS : A quantitative cross-sectional online survey was used to collect nurses’ perspectives. Thirty-five nurses working in this unit in three hospitals were recruited through purposive sampling to participate: one public academic hospital (n = 12) [Hospital A], one private hospital (n = 11) [Hospital B] and one public tertiary hospital (n = 12) [Hospital C]. Data were analysed using descriptive and inferential statistics and content analysis. RESULTS : A total of 80 % of nurses (n = 28) indicated the COVID-19 pandemic impacted parental involvement in the care of infants in neonatal intensive care units during the years 2020 and 2021. None of the hospitals restricted parents completely from being in the unit, however, involvement was impacted by implemented visitation restrictions. Two themes were identified from the nurses’ perspectives namely, “changes in visitation regulations”, and “reduced parental involvement”. CONCLUSION : Parental involvement requires physical parental presence, and restrictions in the wards reduced this involvement. Although reduced, parental presence in the hospitals allowed breastfeeding to continue, showing the importance of parental involvement was recognised. Evidence-based guidelines that promote parental involvement and family-centred care in hospitals need to be implemented worldwide to benefit admitted infants and families, despite pandemic restrictions.
A triple helix approach to address social and learner support needs in schools and communities
(University of Venda, 2023) Thuketana, Nkhensani Susan; susan.thuketana@up.ac.za
Social ills are increasing globally, necessitating higher education and teacher-training institutions to produce teachers with specific attributes to address the challenges. The University of Pretoria employs a triple helix approach, combining a set of interactions between community engagement, work-integrated learning and work readiness into the curricula. The aim is to yield adaptable teachers with employability skills and knowledge to function in a rapidly changing, 21st-century world. This paper reports on a follow-up or Stage 2 community engagement project conducted with identified third-year pre-service teachers. The first stage or Stage 1 of the qualitative approach study within participation action research embedded in Kolb's cyclic experiential learning theory found that many learners at the school experienced learning difficulties. This paper reports the Stage 2 findings following an investigation into the systematic factors that contribute to learning difficulties. The findings suggest interrelated dynamic contributions and highlight the crucial role of universities in advancing the social development of communities. The study further proposes a fundamental shift in focus to a joint stakeholder collaboration in supporting communities and learners, thus sidestepping the social and anticipated learning difficulties.
A critical multimodal discourse analysis of drawings to ascertain identity and self-concept
(AOSIS, 2023-01-12) Strauss, Annaly M.; Tolmen, Priscilla S.; Bipath, Keshni
BACKGROUND : Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1–3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners’ self-concept and identity affect English language learning and academic achievement. AIM : The study analysed the interplay between self-concept, and identity in Grade 1’s literacy practices. SETTING : The study was conducted in a Grade 1 class in KZN, South Africa. METHODS : The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children’s drawings and online interviews. RESULTS : The findings showed how learners’ self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners’ self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and (3) reveal what their cultural preferences are. CONTRIBUTION : The study argues that besides peripheral factors, including family, teachers, and the community, children’s self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children’s self-concept as English Second Language speakers. CONTRIBUTION : The study’s contribution towards knowledge is captured through CMDA to discover and understand learners’ self-concept and identity as English language speakers and writers.
Play-based pedagogy for oral communication in early grade and preschool classrooms
(AOSIS, 2022-09-06) Ekeh, Martin Chukwudi; Venketsamy, Thungavel (Roy); Thuketana, Nkhensani Susan; Joubert, Ina
BACKGROUND : Teachers are responsible for developing and enhancing communication skills amongst young learners. Unfortunately, the overly structured pedagogy which many teachers adopt inhibits the optimal development of oral communication skills. Hence, the researchers investigated ways of strengthening group-work play-based pedagogy to stimulate oral communication. AIM : This research aimed to find out (1) what prior knowledge, skills and classroom practice teachers have and how they demonstrate their competence in implementing group play-based pedagogy; and (2) how a professional development programme assists teachers to implement play-based group pedagogy to develop oral communication skills in young learners. SETTING : The study took place in the Owerri Education Zone in the eastern part of Nigeria. METHODS : The researchers implemented a participatory action research (PAR) design. Nine participants were purposively selected from a cohort of teachers who taught the 5–9-year age group. Teacher participants responded to the semistructured interviews and observational schedules used as tools for data collection. The researchers used inductive thematic data analysis techniques to make sense of the data. This was performed in three phases: sorting the data and organising them in data sets, after which the analysis process commenced. RESULTS : Findings from the study showed that although the participants had a fair understanding of play-based pedagogy, they did not know how to operationalise their understanding of play-based pedagogy directed at oral communication CONCLUSION : The participants gained expert knowledge of play pedagogies that require children to increase oral language use in interaction with each other, using vocabulary and phrases introduced by the teacher as scaffolding for their communication.
Early childhood care and education policy intentions and the realities in rural areas
(University of the Free State, 2023-06) Matjokana, Tuelo Nelly
Early Childhood Development (ECD) policies are primary determinants in the provision of quality early childhood development outcomes. Healthy and safe environments play a critical role in enhancing children’s care and development. This is even more critical for children living in marginalised communities to develop foundational knowledge and thrive beyond their primary years. However, ECD practitioners in rural areas are faced with a severe lack of basic health facilities, care and learning resources. Regardless of this, education and care at these rural ECD centres are expected to continue. Young children are progressed from these inadequate ECD centres to formal schooling for enrolment in Grade R with limited foundational knowledge. The study intended to look into ECD policies and challenges faced by the under-resourced ECD centres whose mandate is to provide quality learning opportunities for young children. The research applied a qualitative approach within an interpretivist paradigm. Data were obtained through semi-structured interviews, writing field notes, observations and photographs. Three (3) education officials, two (2) ECD managers and four (4) practitioners were purposefully sampled. The study found that unregistered ECD centres in rural areas do not have the basic resources required to provide children with foundational knowledge. The findings recommend that ECD practitioners at these centres should be empowered and upskilled in the registration processes to access quality programmes, infrastructure, water and sanitation facilities. This will ensure that young children are provided with a safe and secure learning environment to enhance development opportunities.

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