Article citationsMore>>
Southwood, F., White, M. J., Brookes, H., Pascoe, M., Ndhami, M., Yalala, S., Mahura, O., Mossmer, M., Oosthuizen, H., Brink, N., & Alcock, K. (2021). Socio-Cultural Factors Affecting Vocabulary Development in Young South African Children. Frontiers in Psychology, 12, Article ID: 642315.
https://doi.org/10.3389/fpsyg.2021.642315
has been cited by the following article:
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TITLE:
Play-Based Learning as a Strategy to Prepare Grade R Learners for Formal Education in Waterberg District of Limpopo, South Africa
AUTHORS:
Masemola Tshoswane Irene, Maile Simeon, Mashaba Ernest, Ntsana Margaret
KEYWORDS:
Childhood Development, Play-Based Learning, Foundation Phase, Grade R, Poverty
JOURNAL NAME:
Creative Education,
Vol.13 No.10,
October
19,
2022
ABSTRACT: Current studies reveal that GradeR teachers in quintile 1 and 2 schools struggle to implement play-based learning for various reasons mainly associated with socio-economic factors such as lack of facilities and resources. The purpose of this study was to investigatefoundation phase teachers’ ability to implement play-based learning. The context of the investigation wasschools experiencing poverty categorized as quintile 1 and 2 according to the Department of Basic Education. The context embodies socio-economic factors associated with poverty. We invoked Montessori’s individuality and Piaget’s theory to analyze discourses on play-based learning and utilized qualitative approaches to collect data from four qualified teachers in Grade R and eight practitioners participated in the study, and were all from quintiles 1, 2 and 5 located in Waterberg District of Limpopo province. The results suggest that Grade R teachers’ immense pressure from school managers to adapt their lessons to make them appear like Grade 1 lessons. We concluded that, while Foundation phase teachers’ struggles with improvisation and mitigation of challenges of poverty, their attempts to implement play-based learning is hindered by managers who want to turn Grade R into Grade 1.