South African Journal of Childhood Education最新文献

{"title":"Learning at home for Grade 1 learners in disadvantaged communities: Insights from the Sandbox@Home COVID-19-response intervention","authors":"Cathryn Moodley, Thato Seerane, S. Gravett","doi":"10.4102/sajce.v12i1.1046","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1046","url":null,"abstract":"Background: The spread of the coronavirus disease-2019 (COVID-19) has escalated the need for studying the home learning environment (HLE). With learners spending more time at home, understanding about learning at home, especially in disadvantaged communities, is paramount. Aim: The aim of this research study was to explore the HLE for foundation phase learners by analysing data from an intervention that aspired to support organised learning at home during the COVID-19 pandemic. Setting: This research study was conducted telephonically with families from 11 schools (10 in the Waterberg district, Limpopo and one in Soweto, Gauteng). Methods: Qualitative data (recorded phone interviews) were collected from caregivers and learners from 17 households. The interview recordings were transcribed and translated into English. The constant comparative method of data analysis was used to analyse interview transcripts. Results: Three themes emerged from the analysis: (1) challenges of learning at home, (2) perceived benefits of learning at home and (3) the desire to continue with the programme even after schools re-opened. The data showed that having access to learning material facilitated learning at home. Additionally, caregivers noted benefits to learners from engaging in learning activities. However, there were also challenges in facilitating learning at home. These include caregivers not following the learning guidelines provided. Conclusion: Caregivers appreciated having access to learning material and were willing to facilitate learning at home. However, the challenges they faced resulted in them not executing the programme effectively. Future studies and interventions should explore how to provide adequate and accessible support to caregivers. © 2022. The Authors. Licensee: AOSIS.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42715290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do student teachers see what learners see? – Avoiding instructional dissonance when designing worksheets","authors":"Rinelle Evans, A. Cleghorn","doi":"10.4102/sajce.v12i1.1015","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1015","url":null,"abstract":"or assigned as homework. Our post-observational discussions suggested that the importance of implementing a carefully crafted worksheet is generally not fully recognised in teacher education programmes and these student teachers had not been guided to design worksheets which could support literacy acquisition. They were inclined to draft or print off a ‘worksheet’ indiscriminately which seemed to entertain or keep learners busy rather than enhancing learning. We noted too that the judicious Background: The judicious use of worksheets ought to contribute to the establishment of literacy, with a special significance for multilingual classrooms where neither teachers nor learners are mother tongue speakers of the instructional language. Disparity between the pedagogical intention of the worksheet and learners’ interpretation of the message often creates instructional dissonance. Aim and setting: The aim of this nested study was to establish the quality, and (mis)use of worksheets as implemented by student teachers during their work-integrated learning stint in selected urban South African primary schools. Design and methodology: Using a self-designed grid, a qualitative document analysis underpinned by visual ethnography was conducted on 45 worksheets. These texts were prepared by the student teachers for literacy, numeracy and life skills lessons offered to 6- to 9-year-olds. Criteria used for the simple analysis included appropriateness for the age group, visual complexity, accuracy of language use, cultural compatibility, layout, clarity of instructions and alignment with expected learning outcomes. Findings: Findings suggested the hasty conceptualisation and creation, or inappropriate choice of worksheets used as learning support material. Apart from linguistic barriers because of poorly formulated tasks, the worksheets were generally culturally insensitive, and contained grammatical inaccuracies compounded by technical and design shortcomings. These lacunae defeated the pedagogical purpose of most worksheets and generated instructional dissonance. Conclusion and implications for teacher education: The careful crafting and implementation of worksheets coupled with sound content knowledge of language and literacy principles would alleviate learner bafflement and enhance the learning opportunity. We take the position that well-designed worksheets should serve a focused purpose and link directly to literacy and learning of the instructional language.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41835074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies","authors":"R. B. Mabasa-Manganyi","doi":"10.4102/sajce.v12i1.991","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.991","url":null,"abstract":"Background: It is arguable that teachers’ understanding of the roles of various stakeholders and their need to sometimes assume some of these roles influenced how they practice inclusive education that results in influencing the choice of strategies that they will employ in the classroom.Aim: This article presents factors influencing how foundation phase rural teachers practised inclusion during teaching and learning in ordinary classrooms.Setting: The study was conducted in Limpopo, South Africa, from four selected schools.Methods: Four foundation phase teachers were purposefully selected to participate in the study. Direct observations and supplementary data through individual interviews were employed to elicit data from in-service foundation phase rural teachers.Results: The findings from the data revealed that teachers’ current understanding of inclusive pedagogy is influenced by knowledge of inclusive pedagogical practices, professional development, reflective teaching and planning of lessons contents, which was found to be inadequate, whilst the absence of teacher development through workshops and lack of parental involvement and teachers being in loco-parentis is found to be another contributing factor.Conclusion: The study supports that foundation phase rural teachers should be capacitated and empowered through consistent teacher development workshops. Parents also need to be empowered on their support role in order to fully realise inclusive pedagogy in rural classrooms. Finally, the study recommends further research on teacher development and teachers being in loco-parentis in rural foundation phase classrooms.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of the concept education programme on 48–60-month-old children’s visual-spatial perception mechanisms","authors":"M. Ö. Danacı, Z. Çetin","doi":"10.4102/sajce.v12i1.942","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.942","url":null,"abstract":"The period of early childhood, which covers the time from a child’s birth to their primary school years, plays a significant role in shaping the life of children. Physical, psychomotor, language, social or emotional and cognitive developments take place more rapidly than at any other time in life during this period. Therefore, it is important that at this time, children gain new experiences and have their developmental areas supported to ensure that they have a successful life (Frank & Barner 2012; Genc 2003).","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47423711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The construction of knowledge through visual perceptual training in visual arts","authors":"Willem A. Mostert","doi":"10.4102/sajce.v12i1.988","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.988","url":null,"abstract":"Visual Art education plays an important and vital role in the holistic development of young children. During the middle childhood phase of their development, children’s pursuit of realistic renderings in their art projects increases. Their frustration and hesitation to create is fuelled by their inability to artistically render what they visually perceive. Children in the middle childhood are between the ages of 10 and 11, and their self-imposed criticism of their own work overshadows their willingness to create in 2D. In many cases, these children cease to value creating in art as an expressive outlet and subsequently lose interest in Visual Art. This decline in their artistic interest and creative output is known as the U-curve/creative slump (Wachowiak & Clements 2010:180).","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47156194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of reception class teachers’ pedagogical approaches in delivering pre-primary curriculum – Evidence from practice","authors":"M. Gaotlhobogwe, S. Trivedi, J. Kasozi, Tiroyaone Kebalepile","doi":"10.4102/sajce.v12i1.967","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.967","url":null,"abstract":"Building on the recommendations of the Revised National Policy on Education (RNPE) of 1994 (Republic of Botswana 1994), a much more robust and comprehensive early childhood development and education roadmap was developed into the Early Childhood Care and Education (ECCE) Policy of 2001 (Republic of Botswana 2001). The later policy harmonised all early childhood care and development activities and delineated ages 0–21⁄2 for day care, 21⁄2–4 for day-care/nursery and 4–6 for pre-primary development. According to the policy, there were minimum standards to be met for all aspects of delivery. A curriculum for pre-primary was developed by the Ministry of Background: This report is part of a study commissioned to provide evidence to inform quality improvements, and the rolling out of the public reception class programme (RCP) to all public primary schools in Botswana by 2020. The study adopted the Discrepancy Evaluation Model (DEM) as a theoretical framework.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The inclusiveness of mixed ability grouping in Johannesburg primary schools","authors":"N. Hove","doi":"10.4102/sajce.v12i1.1047","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1047","url":null,"abstract":"South African classrooms generally accommodate learners who are diverse in terms of age, socio-economic statuses, historical background, gender, sexual preference, ability and interests, amongst other differences (Van Vuuren, Van der Westhuizen & Van der Walt 2016). This has sparked immense interest on how classroom pedagogic practices are capable of addressing the needs of diverse learners in the regular classrooms in light of policy on inclusion.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42183113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Functional near-infrared spectroscopy as a tool to assess brain activity in educational settings: An introduction for educational researchers","authors":"Cândida S. F. Barreto, M. Soltanlou","doi":"10.4102/sajce.v12i1.1138","DOIUrl":"https://doi.org/10.4102/sajce.v12i1.1138","url":null,"abstract":"technique, there is still a need for materials with a more accessible language for those unfamiliar with neuroscientific and technical terms.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41398025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Table of Contents Vol 11, No 1 (2021)","authors":"Editorial Office","doi":"10.4102/sajce.v11i1.1168","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1168","url":null,"abstract":"No abstract available.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"4 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Shifting from teacher education to child learning","authors":"E. Henning","doi":"10.4102/sajce.v11i1.1139","DOIUrl":"https://doi.org/10.4102/sajce.v11i1.1139","url":null,"abstract":"No abstract available.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42832350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}