Understanding beneficiaries’ experiences of quality in early learning centres

Additional information available on a CD stored at the Merensky Library.The purpose of this study was to explore the concept of quality in early learning centres which could serve as the groundwork for the development of an early learning quality assurance framework in South Africa. The data used reflects different beneficiaries‘ experiences of quality in early learning centres. The unique contexts of, and situations at early learning centres were considered. A theoretical framework, based on Woodhead‘s model on quality development, informed the study. The framework consists of input (structural), process and outcome quality indicators. In this explanatory instrumental case study framed within social constructionism, the researcher partnered with 235 teachers, 235 mothers and 235 teacher students from a middle income group, to generate mixed method data using surveys, as well as interviews and reflective journals in a statistical and thematical analysis. Beneficiaries‘ conceptualisations of quality mirrored accepted norms of quality in early learning centres. Beneficiaries indicated the following as indicative of quality: children‘s social-emotional well-being and holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning. Aspects regarded as quality indicators by beneficiaries were available at early learning centres. In this regard early learning centres provided more indoor than outdoor facilities. The latter were mostly static outdoor structures which could negatively impact on sensory- and motor development. The promovenda developed a draft quality assurance framework based on the following criteria: school climate, infrastructure, curriculum, communication, teacher competence, learning environment, and support services. The findings show that aspects perceived by beneficiaries as quality indicators in an early learning centre are predominantly process indicators and hard to ‗measure‘ in a quantitative way. A quality school climate enables emotional and social well-being. In this regard, the findings suggest that for the beneficiaries quality concerns were not about that which early learning centres have provided in terms of facilities (input indicators), but rather about centres that promote children‘s holistic well-being.Thesis (PhD)--University of Pretoria, 2012.Educational Psychologyunrestricte

Quality in South African early learning centres mothers’ and teachers’ views and understanding

This study investigated how quality in early learning centres (preschools) in South Africa was experienced and perceived by mothers and teachers. A theoretical framework, based on a model of quality development by Woodhead (1996), informed the study. This framework that consists of input (structural), process and outcome quality indicators is a well-established model for quality development, which has been used in developing countries. The findings generated from a thematical analysis of interview data showed that aspects perceived by mothers and teachers as quality indicators in early learning centres were predominantly process indicators and hard to ‘measure’ in a quantitative way. For mothers and teachers, children’s social-emotional well-being, holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning indicated quality. A quality school climate enhances emotional and social well-being, and the findings suggest that for mothers and teachers quality concerns were not about that which the early learning centres have provided in terms of facilities (input indicators), but rather about the process indicators where centres promote children’s holistic well-being. The only outcome indicator that was regarded as extremely important by mothers and important, but not to the same extent, by teachers, is whether children are happy and content and enjoying school.This article is based on the author’s PhD thesis.http://www.sajce.co.za/am2017Early Childhood Educatio

A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana

In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.http://www.sajournalofeducation.co.zahj2020Early Childhood Educatio

Teacher perspectives and practices in teaching English reading comprehension to Grade 2 First Additional Language Learners

English reading comprehension is an educational challenge worldwide, and South Africa is no exception. English as First Additional Language (FAL) is very significant in South Africa. Learners require specialised support by teachers to overcome the language barrier and comprehend what they read in English as their first additional language. This aspect of overcoming the language barrier in EFAL lead to the study which was conducted to investigate the teacher perspectives and practices in teaching English reading comprehension to Grade 2 First Additional Language Learners. This qualitative study was undertaken through the interpretive paradigm and a case study research design was used. The research sites included three independent English schools in the Gauteng Province, South Africa. The data collection strategies included individual semi-structured interviews and classroom observations of the teachers teaching English reading comprehension. In addition, a reflective journal was kept by the researcher to document the participants’ body language during the interviews and observations. The data were analysed by making use of thematic coding. Findings revealed the pre-comprehension strategies, classroom practices, resources used in teaching English reading comprehension and ways to make reading fun that teachers use to teach English reading comprehension to Grade 2 FAL learners. These strategies and practices are discussed in light of the various stages of the reading process – as reflected in a reading comprehension teaching framework. Teachers can use this framework to address the key challenges in teaching FAL learners.http://www.ajol.info/index.php/jltam2021Early Childhood Educatio

Implementing lesson study as a professional development approach for early grade teachers : a South African case study

Lesson Study is an internationally recognised professional development approach for teachers. This case study explores the impact of implementing Lesson Study in the early grades of a South African primary school, pertinently targeting early childhood mathematics teachers. The evidence suggests that Lesson Study has the potential to positively influence content knowledge, pedagogical content knowledge, general professional development and creative teaching of early grade teachers. The study established that Lesson Study enhanced intergrade cooperation and curriculum development and flow. Participants regarded the collaborative experience as deeply enriching and fulfilling. Although some implementation challenges were encountered, these were not insurmountable and the overall benefits of Lesson Study outweighed the potential obstacles.https://journals.ufs.ac.za/index.php/pie/indexpm2022Early Childhood Educatio

Exploring South African preschool teachers’ roles and responsibilities with executive functions

BACKGROUND : South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment - these include having challenges to follow instructions, work autonomously or focus on a task. AIM : The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual's cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically SETTING : The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. METHODS : A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. RESULTS : The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. CONCLUSION : There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.http://www.sajce.co.zaam2023Early Childhood EducationHumanities Educatio

Grade R educators’ experience of their professional development following an intervention programme

This study investigates Grade R educators’ experience of their professional development, following an intervention programme. An intervention programme was compiled based on baseline data. The baseline data indicated that the participants’ prior knowledge of play-based literacy was very limited. In the baseline data, the participants indicated that they experienced fears and concerns about the use of a play-based approach for Grade R learners. The participants were uncertain about how or whether to plan for play-based literacy, as well as how to identify their learners’ challenges through a play-based approach. Participatory action research was chosen as a meta-theoretical paradigm for the study. One of the characteristics of participatory action research is that it is conducted in cycles. Empirical data were collected over a period of eight weeks through the five cycles of participatory action research. The data were generated by means of qualitative data collection methods. These methods included research reflection journals of the participants and the researcher, collaborative discussions, semi-structured focus group interviews, observation, open-ended questions and open-ended interviews. Based on the baseline data collected, and as the study focused on the professional development of educators, two models were chosen as theoretical frameworks. The first models used, were CRASP I and CRASP II, focusing on the professional development of educators through participatory action research. Through participatory action research, educators can do critical self-evaluation about their own knowledge. A critical attitude causes a search for answers and leads to responsibility and a need for professional development. The purpose of the CRASP models is to change educators’ attitudes, skills and practices through professional development so that there can be an improvement in learners’ learning outcomes. The second model used during the study is the concerns-based model of teacher development. Education changes regularly, and as educators develop fears and worries about their own teaching methods, the concerns-based model of teacher development aims to help educators overcome their fears and concerns about teaching. CRASP I and CRASP II, as well as the concerns-based model of teacher development, have been combined to contribute to the professional development of Grade R educators through play-based literacy. The findings of the study indicate that the participants experienced the intervention programme as very positive. The findings further indicate that through the intervention programme, all the participants have gained insight into the learners’ deficits, as well as insight into their own teaching methods. Nine out of ten of the participants in the study indicated that their self-confidence in the utilisation of play-based education had improved to such an extent that following the intervention programme, they understood the value of a spell-based approach and that they could effectively plan for a play-based approach. The participants further pointed out that they had improved their knowledge to such an extent that they could better identify and support learners with challenges. The study, the findings and the recommendations may contribute to the professional development of educators in terms of the teaching of play-based literacy.https://journals.co.za/content/journal/akgeesam2019Early Childhood Educatio

The impact of university incorporation on college lecturers

In South Africa, recent government plans to change the institutional landscape of higher education have resulted in mergers of colleges into universities or technikons. The research reported in this article focuses solely on the impact of a "college-into-university" incorporation as manifested in the personal, emotional and career experiences of these college staff members. It traces the changes in their perceptions and emotions during and after the incorporation process. It also identifies recurring themes and issues evident in the personal lives of those affected by this incorporation. A unique research methodology was engaged: The College staff who had been appointed to the university after the merger, identified seven critical themes and then designed and conducted 30 semi-structured interviews among themselves. This article thus documents the impact of incorporation into a university on the individual and collective lives of the researchers themselves. The data suggest that the emotional impact of incorporation was intense and that the uncertainty, especially, led to considerable trauma. The most important concern emanating from this joint research project is that while a certain degree of distress is unavoidable in any institutional merger, inattention to the management of human resources, emotions and aspirations could linger on, possibly having a negative effect on the ambitions for the transformation of the new entity.The original publication is available at www.springerlink.co