Learning through play in Grade R classrooms: Measuring practitioners’ confidence, knowledge and practice

Abstract

1.We use the term 'practitioner' to denote those who are not yet qualified as ECD educators and the term 'educator' to refer to those who have a minimum of the National Qualifications Framework Level 4 qualification.2.'Large classes' refers to class groups of 60-90 children.Background: This article reports on the evaluation of a professional development programme for underqualified Grade R practitioners, many of whom work under challenging conditions. Aim:The study aimed to evaluate the practitioners' confidence, knowledge and practice of play.Setting: The programme involved a 5-week training programme for 1000 Grade R practitioners across three Eastern Cape districts. Methods:The study included three data sources: (1) self-reported shifts in confidence and practice solicited through closed Likert-type questions, ( 2) responses to open-ended questions on knowledge of play and (3) lesson observations of case study practitioners, using a lesson observation protocol to distil quantitative shifts in the practice of case study practitioners (n = 10), compared with control practitioners (n = 4). Results:The evaluation found positive shifts in practitioners' self-reporting on their confidence and knowledge of play. However, evidence of their knowledge of play was mixed.Practitioners offered very general conceptions of play, with specific attention on the expected 'form' of play. The use of materials for play, and changed classroom practice from whole class to small groups, were most strongly evident. Because it was short course of 5 weeks, lesson observations of case study practitioners were less positive, with no significant difference between treatment and control lesson observations. Conclusion:The study opens a window into the implementation of the 5-week professional development programme and the instrumentation used to reflect on practitioners' confidence, knowledge and practice of play. The discussion reflects critically on improving the instrumentation in future for measuring shifts in practitioner confidence, knowledge and practice of play.

Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase

“…She highlighted the complexity of play-based learning and the fact that her professional knowledge was enhanced during the implementation of play in the classroom. The ability of this participant to combine the pedagogy behind the play with the content area enhanced most of the lessons, and this finding is consistent with what Isaacs et al (2019) found in their study. They revealed that successful educators are versatile and dynamic players, who always demonstrate a superior understanding of integrating pedagogy and content knowledge in class.…”

“…This shows that young learners are capable of imagining objects when they are encouraged to use play and games in the learning process. Isaacs et al (2019) argue that practical work alone does not translate into teaching and learning in the classroom, but needs to be coupled with some play-based learning to leave a long-lasting impression. The young learners normally link audio-images (i.e.…”

“…He sees the role of the facilitator as a designer and selector of appropriate learning materials who only use appropriate learning activities. Isaacs et al (2019) argue that appropriate learning activities should also accommodate educators and their teaching styles to achieve the desired results. Barnard & Braund (2016) reveal that although teaching via lectures which involve the whole class dominates, other instructional activities, examined for their effectiveness for educators' understanding and engagement, proved effective.…”

“…Assurance of such a basic principle reinforces the popular belief that all learners, young and old, have a constitutional right to play as recognised in the Rights of the Child which South Africa ratified in 1995. This noble principle forms the basis of the Constitution against the backdrop that school curricula used to deprive learners of using play pedagogies to learn (Department of Basic Education [DBE], 2015;van Vuuren, Uitenbroek, van der Wal & Chinapaw 2018;Isaacs, Roberts, Spencer-Smith, & Brink, 2019).…”

“…The DBE (2019) states that despite all good intentions to capacitate preservice teachers to focus on teaching and learning, there is no consensus on hybrid preschool pedagogy. Consequently, schools pay very little attention to the development of an ECE curriculum aligned to a play-based approach because it attracts controversy (Isaacs et al, 2019). Literature warns that such poor leadership threatens ECE practitioners inspired to implement a play-based approach for improving professional practice, indirectly stifling curriculum innovations for teachers.…”