An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

  • Norma Nel University of South Africa
  • Kesh Mohangi
  • Soezin Krog
  • Oluyemi Stephens

Abstract

Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD) and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT), inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS) and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.

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Author Biographies

Norma Nel, University of South Africa
Norma Margaret Nel, a Professor Emeritus, Research Fellow and NRF rated researcher at the University of South Africa. She holds a DED. She supervises Masters and Doctoral students as well as a Post-doctoral fellow. She is actively involved in research related to education on a national and international level. Email: tnelnm@unisa.ac.za
Kesh Mohangi
Kesh Mohangi is an associate professor in the Department of Psychology of Education at Unisa.  Her research interests include, amongst others, learning and learning support, developmental psychology as well as well-being in schools. Kesh is also an Educational Psychologist registered with the HPCSA. Email: mohank@unisa.ac.za
Soezin Krog
Soezin Krog is a Senior Lecturer in the Department of Early Childhood Education at Unisa.  She holds a D Ed degree and supervises Masters and Doctoral students.  Her research interests include, amongst others, early childhood education, physical education, sports coaching and sports psychology.   Soezin is also an Educational Psychologist registered with the HPCSA.  Email: krogs@unisa.ac.za
Oluyemi Stephens
Oluyemi Stephens is a Post-Doctoral Fellow at the Department of Psychology of Education, College of Education, University of South Africa. He holds a PhD degree in Counselling Psychology. He has a number of publications in journals as well as book chapters.Email: stephoa@unisa.ac.za
Published
2016-09-06
Section
Articles