Research partnership between South Africa and China: Emergent literacy teaching and learning in early childhood education in South Africa

Nel, Norma; Krog, Soezin; Mohangi, Kesh; Muller, Helene; Stephens, Oluyemi Adetunji

doi:10.5785/32-1-647

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…McIntire (2007:44) concluded that 'musical rhymes and literacy go hand in hand' and are therefore a good tool for teaching communication skills to ECCE learners. Nel et al (2016) exploratory research on literacy teaching and learning at Grade R level in selected South African schools reported that the acquisition of literacy and communication skills by ECCE learners is below the expected standard, especially for children in rural settings. The authors identified pedagogical barriers and socio-economic challenges as the major reasons for this.…”

Section: Music-based Pedagogy To Teach Communication Skills To Early Childhood Care and Education Childrenmentioning

confidence: 98%

Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills

Arasomwan

Mashiya

2021

South African Journal of Childhood Education

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Background: Early Childhood Care and Education (ECCE) learners have unique needs, and specific pedagogies, therefore, need to be employed to support the acquisition of their essential skills. A great deal of research has been conducted on the use of music-based pedagogies to teach mathematics, life skills, civics and literacy at various levels of education. In South Africa, where ECCE is a relatively new educational sector, very little structure has been put in place to facilitate using music-based pedagogies to teach communication skills to ECCE learners. Aim:The aim of this study was to explore ECCE educators use music-based pedagogies to positively impact children's communication skills and language development. Setting:The qualitative case study was conducted at two Urban ECCE centers in Durban, KwaZulu Natal Province, South African. Method:The study was informed by a social constructivist paradigm underpinned by Vygotsky's sociocultural theory, focussing on ECCE learners' interaction with the more knowledgeable other (MKO). Data were generated through semi-structured interviews and classroom observations with six educators, and through document analysis. The data were analysed using thematic analysis. Findings:The study confirmed that the ECCE educators have some levels of understanding of using music-based pedagogies as a strategy for teaching communication skills to children aged from three to four, but there are constraints. These limitations include insufficient training, a lack of musical resources and the non-inclusion of music-based pedagogies in both the pre-service teachers' curriculum and the ECCE curriculum. Conclusions:The study recommended a comprehensive review of the content and implementation of the ECCE curriculum in relation to music pedagogy.

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Section: Music-based Pedagogy To Teach Communication Skills To Early Childhood Care and Education Childrenmentioning

confidence: 98%

Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills

Arasomwan

Mashiya

2021

South African Journal of Childhood Education

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“…Without reading comprehension, reading is meaningless. The participants provided the strategies they applied in their classrooms, but these were not adequate, as most learners could not comprehend what they were reading (Muller & Stephens, 2016;Castles et al, 2018).…”

Section: Different Techniques For Teaching Reading Comprehensionmentioning

confidence: 99%

“…Pretorius, Jackson, McKay, Murray and Spaull (2016: 4) maintain that unless educational outcomes are improved, and all learners are engaged in meaningful activities from an early age, they might be disadvantaged for the rest of their schooling and adult lives. The challenges with reading most learners in the Foundation Phase experience are an indication that there is a deficit in the teaching of reading that might be caused by various factors, ranging from inappropriate teaching pedagogies, poor pedagogic content knowledge, socioeconomic factors and many more (Nel, Krog, Mohangi, Muller & Stephens, 2016;Castles, Rastle & Nation, 2018).…”

Section: Introductionmentioning

confidence: 99%

Understanding the pedagogical content knowledge of teachers in teaching isiZulu reading: a case study of two rural primary schools in KwaZulu-Natal

Ngema

2023

PLING

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Teaching reading in the Foundation Phase is a challenging issue since most South African learners struggle to read at their grade level. Learners in rural areas suffer the most as they are from disadvantaged homes that do not have sufficient resources for the promotion of a literate environment. The study aimed to understand the teachers’ pedagogical content knowledge in teaching reading in isiZulu. A qualitative approach framed within an interpretive paradigm was undertaken. Seventeen Foundation Phase teachers in King Cetshwayo District, KwaZulu-Natal, participated in two focus group discussions. The data obtained from transcripts were analysed using a thematic approach. The findings revealed that teachers seemed to have misconceptions and inadequate knowledge of how to develop basic foundational reading skills. It was evident that the teachers lacked the capacity to choose appropriate strategies for teaching reading that suited the learners’ individual needs. Thus, the study recommends multisensory and multimodal approaches to teaching reading to accommodate the different learning styles of learners.

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New Literacies in One Rural South African Elementary School

Albers

Flint

2021

AULA_ABIERTA

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This longitudinal qualitative research study addressed a three-year professional development project, ProjectSouth Africa, we conducted in one rural elementary school, Williams Primary School in the Western Cape of SouthAfrica, with eight Reception to Grade 3 teachers. Our research investigated “What happens when teachers engage in PD that is focused on the integration of simple technologies to teach literacy?” We also studied the extent to which thisPD reflected success in children’s literacy learning, both from the teachers’ perspectives and on national and provincialstandardized tests. We situated this study theoretically in critical literacy as social practice. We adopted a transformativeconstructivist grounded theory (CGT) methodological approach (Charmaz, 2005) that centralized the phenomenastudied which contributes both to personal and societal transformation. This study presents findings from our analysisof a subset of data that focused directly on teachers’ use of technology to teach literacy. We found personal transformation in all eight teachers in their use of technology to create classrooms in which new literacies were enacted. This, we argued, led to societal transformation in that teachers shared this knowledge locally, district-wide, and with other literacy teachers and researchers at an international conference.

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Research partnership between South Africa and China: Emergent literacy teaching and learning in early childhood education in South Africa

Abstract: Due to concern about the literacy situation in South Africa

Cited by 5 publications

References 12 publications

Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills

Early childhood care and education educators’ understanding of the use of music-based pedagogies to teach communication skills

Understanding the pedagogical content knowledge of teachers in teaching isiZulu reading: a case study of two rural primary schools in KwaZulu-Natal

New Literacies in One Rural South African Elementary School

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