Teachers’ experiences of executive functions in Grade R

Abstract

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.