Play in Grade R classrooms: Diverse teacher perceptions and practices

Abstract

The study explores the role of play in Grade R classrooms in the Cape Peninsula. The focus is on perceptions of teachers from differing backgrounds regarding how play is supported and utilised in the classroom. Theories of childhood play as propounded by Jean Piaget and Lev Vygotsky provide the theoretical background to our understanding of child play. Data were collected from 104 teachers in 41 primary schools and early childhood development (ECD) centres in both well-resourced and under-resourced environments, using semi-structured interviews and guided observations of practice. It was found that, although play is a difficult concept to define, it is easy to recognise. Teachers at some schools seem to have less knowledge of the pedagogy of play. Insights into early childhood teachers’ views on the role of play in the curriculum have the potential to inform the planning for teacher training and national policy development for early years’ learning. For these reasons, it is necessary to define and understand structured and formal play in the diverse contexts of South Africa, specifically by following, through the years, the teachers who utilise play as pedagogical tool.

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

“…In South Africa, a few studies have addressed educator perceptions of play. Aronstam and Braund (2016) explored the perceptions of play of 104 Grade R educators in 41 schools and ECD centres in the Western Cape. They found that educators had limited knowledge of the pedagogy of play and that their views, perceptions and knowledge of play should inform capacity-building programmes for ECD educators and practitioners.…”

“…Many are also not aware of strategies to integrate play-based learning in their classrooms. This is also an area that is significantly understudied, both in South Africa (Aronstam & Braund 2016;Neha & Rule 2018) and globally (Ryan & Northey-Berg 2014;Wood 2009). In an attempt to contribute to new knowledge on the professional development and practice of ECD practitioners 3.Department of Education 2001:7, refers to ECD as 'a comprehensive approach to policies and programmes for children from birth to 9 years with active participation of practitioners, their parents and other caregivers' and ECD is referred to as 'the process of emotional, cognitive, sensory, spiritual, moral, physical, social and communication development from birth to school-going age' (Chapter 6: Section 91:1).…”

What counts as learning in play? Uncovering patterns in perceptions of South African early educators

“…More importantly, the researchers noted a second layer, namely, whether educators' stances acknowledged the need for ' … pedagogical flexibility and variation … ' to meet children's needs (Bubikova-Moan, Hjetland, and Wollscheid 2019, 10). This critical point chimes with recent findings that taking more responsive roles in play requires educators to hold nuanced notions of children's learning in play, and of play as pedagogical practice (Pyle, Poliszczuk, and Danniels 2018;Aronstam and Braund 2015). Training and support programmes offer key opportunities to promote more reflective stances among practitioners in early education (Walsh and Fallon 2019).…”

“…Across diverse cultural settings, early educator differ in whether and how they perceive children's play as valuable for learning (Walsh and Fallon 2019;Rentzou et al 2019;Avornyo and Baker 2018), and in turn, their different perceptions seem to influence the approach they adopt to play as pedagogical practice Aronstam and Braund 2015). For instance, in a Canadian study , one group of early educators saw play as naturally promoting children's social development and 'foundational' skills while academic learning required direct instruction; hence, children in their classrooms spent most of their play time without adult participation; a second group ' … embraced play both as its own developmentally appropriate activity and as a pedagogical tool that had the potential to support children's learning of academic skills'.…”

“…For instance, in policies framing South African early education, play and play-based approaches are deemed part of quality practices, and refer to ' … a range of childcentred activities, such as free-play in the fantasy corner or block construction site, and teacher-directed activities such as a story "ring" or other "rings" (NCS Home Language Learning, 2012', 20). In practice, South African early educators are found to prefer structured, predictable play and view child-led play in more recreational terms (Aronstam and Braund 2015). With their in-depth qualitative study, Shaik and Ebrahim (2015) carefully described the perceptions and professional lenses, which South African early educators used to spot learning opportunities in play contexts, and found that concerns for keeping order and discipline, and for finding evidence of learning that corresponded with the curriculum, were recurring themes.…”