https://sajce.co.za/index.php/sajce/issue/feedSouth African Journal of Childhood Education2024-03-16T17:26:19+01:00AOSIS Publishingsubmissions@sajce.co.zaOpen Journal Systems<a id="readmorebanner" href="/index.php/sajce/pages/view/journal-information" target="_self">Read more</a> <img style="padding-top: 2px;" src="/public/web_banner.svg" alt="" />https://sajce.co.za/index.php/sajce/article/view/1368The effectiveness of Grade 3 teachers’ implementation of poetry through play pedagogies2024-03-16T17:26:19+01:00Charity Z. Fynnfynnc@unizulu.ac.zaBlanche Ndlovundlovubn@ufs.ac.za<p><strong>Background:</strong> Poetry predates all other genres of literature, and it has been argued that the relationship between poetry and language is inextricable. The ability of African people to articulate their own stories was largely silenced by colonialism. Poems and lyrics have been known to create a bridge between individuals in meaningful words and songs.</p><p><strong>Aim:</strong> This article explores Grade 3 teachers’ experiences of teaching poetry and their utilisation of play pedagogies to enhance learning and make it pleasurable.</p><p><strong>Setting:</strong> Three schools in KwaZulu-Natal, South Africa, were purposively selected because of their rural location. The sample comprised six Grade 3 teachers who worked in these three rural primary schools. The learners in the study were using isiZulu as a language of learning and teaching.</p><p><strong>Methods:</strong> Semi-structured interviews, document analysis and non-participant observations were employed to generate the data.</p><p><strong>Results:</strong> Regardless, Grade 1 teachers know their knowledge of the value of play pedagogies in the development of young children.</p><p><strong>Conclusion:</strong> Researchers suggest that Grade 3 teachers need to align their practice and lesson plans with Curriculum and Assessment Policy Statement (CAPS) proposals and guidelines. Moreover, play pedagogies need to be implemented and these need to be realistically aligned with allocated time frames and available resources to mitigate the severe restraints that impede effective poetry teaching as a tool for facilitating learning.</p><p><strong>Contribution:</strong> To ensure the success of all Grade 3 learners in the realm of poetry understanding and writing, it is imperative that Foundation Phase (FP) teachers align their teaching to the CAPS pedagogies to expose learners to various forms of poetry.</p>2024-03-15T15:00:00+01:00Copyright (c) 2024 Charity Z. Fynn, Blanche Ndlovuhttps://sajce.co.za/index.php/sajce/article/view/1358Educators’ experiences of teaching learners with hearing loss in inclusive classrooms2024-03-15T17:25:58+01:00Hella M.T.E. Moustachehellamichelemoustache@gmail.comMusa Makhobamakhobamu@ukzn.ac.za<p><strong>Background:</strong> A global move towards inclusivity has made inclusive education (IE) a necessity. The education of the learner with hearing loss (HL) in an IE setting remains challenging and scarcely researched. Despite government’s clear position on IE, the extent to which the recommendations in the Education White Paper 6 (2001) (EWP6) are implemented, and the educator’s related experiences, remains limited, which inspired this study.</p><p><strong>Aim:</strong> To explore the educators’ experiences of teaching learners with HL and the extent to which their current teaching practices incorporate the inclusive education model (IEM) and the EWP6.</p><p><strong>Setting:</strong> Public primary schools, practicing IE in KwaZulu-Natal (KZN), South Africa.</p><p><strong>Method:</strong> An explorative descriptive, qualitative approach within a phenomenology design was utilised. An interview schedule guided the semi-structured interviews, conducted with six purposively sampled educators. Post thematic analysis, data were organised within four organising themes, adopted from the IEM.</p><p><strong>Results:</strong> The experienced practical implementation of IE comprised the adaptation of curriculum, teaching practices and assessment procedures to accommodate learners with HL. Educators experienced support from relevant stakeholders and policies. Facilitators included the availability of some resources and the learner’s access to an appropriate school. Challenges included insufficient guidance from policies and guidelines.</p><p><strong>Conclusion:</strong> Educators experience difficulties in practically implementing IE with learners with HL. They incorporate the EWP6 and the IEM to a limited extent.</p><p><strong>Contribution:</strong> The study contributed to the limited information regarding the experiences of educators in an IE context, with learners with HL, at least within the studied or similar context.</p>2024-03-15T06:00:00+01:00Copyright (c) 2024 Hella M.T.E. Moustache, Musa Makhobahttps://sajce.co.za/index.php/sajce/article/view/1411Academic language proficiency of student teachers in a Namibian University2024-03-14T17:25:06+01:00Frieda N. Shingengefshingenge@unam.na<p><strong>Background:</strong> Although students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school.</p><p><strong>Aim:</strong> This study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students’ AL proficiency skills in English cross sectionally in 2020.</p><p><strong>Setting:</strong> The study was conducted online with (<em>N</em> = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period.</p><p><strong>Methods:</strong> A standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills.</p><p><strong>Results:</strong> The assessment results revealed distinct gaps in students’ AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups.</p><p><strong>Conclusion:</strong> The university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum.</p><p><strong>Contribution:</strong> The study revealed usable evidence about students’ AL proficiency, indicating patterns across cohorts.</p>2024-03-14T09:00:00+01:00Copyright (c) 2024 Frieda N. Shingengehttps://sajce.co.za/index.php/sajce/article/view/1394Hidden traumas of coloniality of a South African child who received an academic scholarship2024-03-09T17:23:52+01:00Marcina Singhmarcina.research@gmail.com<p><strong>Background:</strong> Cultural dissonance and exclusion in schools persevere because of a lack of response to diversity. In South Africa, coloniality manifests itself in teaching and learning practices through promoting and privileging selective cultural norms in schools, often to the detriment of poor black children.</p><p><strong>Aim:</strong> Despite the availability of educational scholarships for poor children as a way to promote economic success, these opportunities are often laden with cultural and hegemonic expectations making them challenging to navigate, often rendering the experiences as traumatic rather than developmental.</p><p><strong>Setting:</strong> The article reflects on children’s schooling experiences in South Africa.</p><p><strong>Methods:</strong> This qualitative exposition presents insights from a primary school teacher about her own childhood experiences of exclusion, alienation, and cultural dissonance in South African schools.</p><p><strong>Results:</strong> It reveals the pervasiveness of coloniality and how social justice has still not fully permeated schools. The interplay between race and class remains salient.</p><p><strong>Conclusion:</strong> Schools should intensify efforts to promote inclusion by recognising diversity and avoiding normalising singular narratives in diverse contexts. Educational opportunities given to children from disadvantaged backgrounds should be accompanied by psycho-social support to ease the culture shock and alienation they feel when learning in new contexts that differ from their norm.</p><p><strong>Contribution:</strong> The article demonstrates that culture is more powerful than politics because, despite the democratic political context, the ‘cultural bomb’ of decoloniality is all-encompassing.</p>2024-03-08T06:00:00+01:00Copyright (c) 2024 Marcina Singhhttps://sajce.co.za/index.php/sajce/article/view/1419A comparative study of learning outcomes for hearing-impaired foundation phase learners2024-03-01T17:20:54+01:00Aisha Casoojeeaisha.casoojee@wits.ac.zaKatijah Khoza-ShangaseKatijah.Khoza-Shangase@wits.ac.zaAmisha KanjiAmisha.Kanji@wits.ac.za<p><strong>Background:</strong> Two intervention approaches are implemented in South Africa to alleviate the deleterious consequences of congenital or early onset hearing impairment on language acquisition and subsequent poor learning outcomes.</p><p><strong>Aim:</strong> This study investigated the learning outcomes of foundation phase learners with severe to profound hearing impairment who received Listening and Spoken Language – South Africa (LSL-SA) (adapted Auditory Verbal Therapy) therapy compared to those who received Traditional Speech-Language Therapy (TSLT).</p><p><strong>Setting:</strong> The study was conducted at four early intervention (EI) schools for children with hearing impairment across three provinces in South Africa.</p><p><strong>Methods:</strong> Data were collected through record reviews of their Speech-Language Therapy Outcomes and South African National Department of Basic Education academic report cards. Data were analysed using quantitative statistics.</p><p><strong>Results:</strong> Findings demonstrated that children with hearing impairment enrolled in LSL-SA outperformed those enrolled in TSLT in achieving age-equivalent language outcomes. A higher percentage of learners enrolled in LSL-SA achieved meritorious to outstanding learning outcomes. While a comparable number of learners progressed to mainstream schooling, children with hearing impairment enrolled in LSL-SA are enrolled for a shorter duration until discharge than those enrolled in TSLT. This is an important finding, particularly in low-middle income countries (LMICs).</p><p><strong>Conclusion:</strong> Listening and Spoken Language – South Africa graduates achieved superior learning outcomes dependent on language attainment, providing contextually relevant evidence supporting the effectiveness of the LSL-SA EI approach.</p><p><strong>Contribution:</strong> These context-specific outcomes stress the obligation to upscale and fast-track EI services. Implications for investment in LSL-SA are proposed through collaboration between families, educators, and early interventionists.</p>2024-02-29T06:00:00+01:00Copyright (c) 2024 Aisha Casoojee, Katijah Khoza-Shangase, Amisha Kanjihttps://sajce.co.za/index.php/sajce/article/view/1393Learning activities used for reading literacy instruction in selected Namibian primary schools2024-03-01T13:37:59+01:00Naftal Gabrielgabrielnaftal@gmail.comNhlanhla Mpofunmpofu@sun.ac.za<p><strong>Background:</strong> The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.</p><p><strong>Aim:</strong> The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.</p><p><strong>Setting:</strong> The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.</p><p><strong>Methods:</strong> The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.</p><p><strong>Results:</strong> The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.</p><p><strong>Conclusion:</strong> In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.</p><p><strong>Contribution:</strong> The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.</p>2024-02-20T06:00:00+01:00Copyright (c) 2024 Naftal Gabriel, Nhlanhla Mpofuhttps://sajce.co.za/index.php/sajce/article/view/1422Digital learning in childhood: Possibilities for pedagogical transformation in South Africa2024-03-01T13:37:59+01:00Donna Hannawayhannad@unisa.ac.za<p><strong>Background:</strong> Digital technology (DT) has already changed history, and it is transforming childhood as more and more children go online around the world.</p><p><strong>Aim:</strong> The aim of this article was to critically explore the potential of young children’s digital learning (DL), while concurrently assessing the constraints.</p><p><strong>Setting:</strong> Early Childhood Care and Education (ECCE) stakeholders’ environments formed the setting for this study.</p><p><strong>Methods:</strong> The critical theory of technology emphasizes the need for increased democratic involvement in technical decisions. It also explores the impact of theories on technology users, affecting design, usage, and, consequently, outcomes. This study adopted an interpretative phenomenological approach to discover 10 South African ECCE stakeholders’ experiences of DL with young children.</p><p><strong>Results:</strong> Firstly, findings presented the affordances of DT. Secondly, the threats of connectivity, socio-economic factors, and the availability of inappropriate content were emphasised. Thirdly, there are risks and fears associated with DL, especially with young children. Lastly, the possibilities of DL, where pedagogical transformation can take place, were interrogated.</p><p><strong>Conclusion:</strong> In the ever-evolving world of DT, the pursuit of improved educational outcomes for young children remains a paramount concern. Proven practices that improve children’s learning through DT and effect change at a systemic level should be further interrogated.</p><p><strong>Contribution:</strong> This research contributes to the ongoing discourse surrounding DT in early childhood education by offering a critical examination of its challenges and opportunities. It provides insights for educators, policymakers and researchers on enhancing DL experiences for young children while considering the associated risks and benefits.</p>2024-02-19T06:00:00+01:00Copyright (c) 2024 Donna Hannawayhttps://sajce.co.za/index.php/sajce/article/view/1407The notions of floating and sinking: Exploring the conceptual knowledge of Grade R teachers2024-02-01T17:09:55+01:00Mamontsuoe J.L. Maraisanemaraisanemjl@ufs.ac.zaLoyiso C. Jitajitalc@ufs.ac.zaThuthukile Jitajitat@ufs.ac.za<p><strong>Background:</strong> Preschool teachers play a key role in early scientific education, and their understanding and ability to communicate scientific concepts are crucial. Researchers have extensively studied their grasp of basic scientific concepts, but their understanding of important concepts related to buoyancy, such as floating and sinking, remains relatively underexplored at this level.</p><p><strong>Aim:</strong> This study sought to investigate Grade R teachers’ understanding of buoyancy principles by focusing on the concepts of floating and sinking.</p><p><strong>Setting:</strong> The study was conducted in Maseru, Lesotho with four Grade R teachers in their schools.</p><p><strong>Methods:</strong> This study employed a qualitative research approach characterised by a case-study design within an interpretive paradigm. Thematic data analysis was used, drawing from semi-structured interviews with four purposefully selected Grade R teachers.</p><p><strong>Results:</strong> The study found that Grade R teachers have a partial grasp of floating and sinking concepts. While they can describe these principles at a basic level, their ability to explain the reasons behind objects floating or sinking is limited.</p><p><strong>Conclusion:</strong> The incomplete understanding of the floating and sinking concepts among Grade R teachers could negatively impact students’ knowledge of science. Therefore, it is advisable to implement an in-service science content-focused programme to empower and equip teachers with the necessary knowledge and skills.</p><p><strong>Contribution:</strong> This study contributes to the limited literature on understanding basic scientific concepts such as floating and sinking in early childhood education. Neglecting these concepts may impede students’ learning if not properly addressed.</p>2024-01-31T17:00:00+01:00Copyright (c) 2024 Mamontsuoe J.L. Maraisane, Loyiso C. Jita, Thuthukile Jitahttps://sajce.co.za/index.php/sajce/article/view/1345Guided play as a pedagogical tool for the early grades2024-02-01T13:09:35+01:00Lerato B. Ndabezithalndabezitha@uj.ac.zaSarah Gravettsgravett@uj.ac.za<p><strong>Background:</strong> Research has shown the benefits of play for children’s learning and development. Play can also be harnessed for pursuing pre-determined learning goals related to school curricula through ‘guided’ play.</p><p><strong>Aim:</strong> The research inquired into the implementation of a pre-service teacher education course on play as pedagogy to evaluate and refine the course’s design principles.</p><p><strong>Setting:</strong> The study was conducted at the University of Johannesburg, involving pre-service teachers within the Bachelor of Education in the foundation phase of schooling.</p><p><strong>Methods:</strong> The research formed part of a broader design-based research study. The data were collected via questionnaires, interviews, analysis of students’ work and a research journal. A combination of inductive and deductive data analysis was used.</p><p><strong>Results:</strong> The way in which the course was designed and implemented was successful in helping students develop a basic understanding of guided play, although there were gaps in their understanding of their guiding role; student teachers learnt that creativity could be developed through play.</p><p><strong>Conclusion:</strong> In general, the design principles served the course and its implementation well because students learnt much about guided play. However, a major gap was the insufficient focus on guiding practices. Such practices should receive considerable attention in a pre-service teacher education course on guided play. A stronger focus on the interconnectedness of play and creativity in a course on guided play for pre-service teachers will be beneficial.</p><p><strong>Contribution:</strong> The research on teacher preparation for using play-based teaching and learning is limited. This study contributes to addressing this gap.</p>2024-01-24T06:00:00+01:00Copyright (c) 2024 Lerato B. Ndabezitha, Sarah Gravetthttps://sajce.co.za/index.php/sajce/article/view/1341Physical Education delivery in the intermediate schooling phase in South African public schools2024-02-01T13:09:35+01:00Clinton D. Swanepoelcswanepoel@uj.ac.zaCharl J. Rouxrouxcharlj@gmail.com<p><strong>Background:</strong> The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner.</p><p><strong>Aim:</strong> This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa.</p><p><strong>Setting:</strong> Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels.</p><p><strong>Methods:</strong> A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes.</p><p><strong>Results:</strong> The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment.</p><p><strong>Conclusion:</strong> To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement.</p><p><strong>Contribution:</strong> Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.</p>2024-01-19T09:00:00+01:00Copyright (c) 2024 Clinton D. Swanepoel, Charl J. Roux