The foundation phase teachers’ understanding of play in the teaching of Grade R at schools in the Umkhanyakude District
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Date
2015
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Publisher
University of Zululand
Abstract
The main purpose of the study was to investigate the Foundation Phase teachers’ understanding of play in the teaching of Grade R in the Umkhanyakude District. The study targeted Grade R educators, because they are responsible for laying a sound and solid foundation for learners, which can be effectively done through proper use of play in the teaching of young learners. The study used a qualitative approach in order to get an in-depth knowledge in terms of understanding the importance of play when teaching young learners. The research sample comprised of seven teachers from four different schools in the district. Purposive sampling of participants was used. Data were collected through inside and outside observations and interviews. The research findings were first analysed according to eight main themes according to the data elicited through interrogations during interviews. Key findings revealed that some Grade R educators did not have a clear understanding of play in Grade R teaching. The study also showed the impact of current constraints of the Department of Education, like restricted kilometres and shortage of ECD officials in terms of providing monitoring and support.
Description
A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016
Keywords
early childhood development --Grade R --transition --play --curriculum and assessment policy