Pub Date : 2023-10-09DOI: 10.4102/sajce.v13i1.1320
Zetta Van Eck, Johan Wassermann, Clinton D. Van der Merwe
Background: This study identifies potential assets of the minibus taxi industry space and alerts taxi drivers to the expectations of various role-players in education, through understanding the views of various role-players about minibus taxi drivers and their role in supporting education. Aim: Viewing the minibus taxi industry through alternative lenses may lead to development which may ultimately lead to an improvement in the attitudes of the taxi industry towards the education sector and perceived negative behaviour of taxi drivers. Setting: The study took place at three schools in Gauteng, South Africa. Methods: The study followed an interpretive, qualitative research approach for exploring and understanding various views. A case study design using Lefebvre’s, ‘Production of Space’ theory and asset-based theory, were used as a theoretical framework in conjunction with the Johari Window model. Convenient sampling was applied. Focus group interviews, semi-structured questionnaires, fieldnotes, and observation were used for data collection and construction. Results: The results indicated that views which are embedded in individuals have many facets; hence, it is important to be aware of them to be able to identify the assets of minibus taxi drivers. Conclusion: Minibus taxi drivers are key role players, valuable facilitators and role models for learners, although educational development is needed. Contribution: Very little work has been done on the educational value of spaces such as taxis and transport vehicles; this research adds considerable value to this research lacuna.
{"title":"Grade 6 primary school learners’ views on minibus taxis and their drivers","authors":"Zetta Van Eck, Johan Wassermann, Clinton D. Van der Merwe","doi":"10.4102/sajce.v13i1.1320","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1320","url":null,"abstract":"Background: This study identifies potential assets of the minibus taxi industry space and alerts taxi drivers to the expectations of various role-players in education, through understanding the views of various role-players about minibus taxi drivers and their role in supporting education. Aim: Viewing the minibus taxi industry through alternative lenses may lead to development which may ultimately lead to an improvement in the attitudes of the taxi industry towards the education sector and perceived negative behaviour of taxi drivers. Setting: The study took place at three schools in Gauteng, South Africa. Methods: The study followed an interpretive, qualitative research approach for exploring and understanding various views. A case study design using Lefebvre’s, ‘Production of Space’ theory and asset-based theory, were used as a theoretical framework in conjunction with the Johari Window model. Convenient sampling was applied. Focus group interviews, semi-structured questionnaires, fieldnotes, and observation were used for data collection and construction. Results: The results indicated that views which are embedded in individuals have many facets; hence, it is important to be aware of them to be able to identify the assets of minibus taxi drivers. Conclusion: Minibus taxi drivers are key role players, valuable facilitators and role models for learners, although educational development is needed. Contribution: Very little work has been done on the educational value of spaces such as taxis and transport vehicles; this research adds considerable value to this research lacuna.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135093948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.4102/sajce.v13i1.1314
Robiatul Munajah, Mohammad S. Sumantri, Yufiarti Yufiarti
Background: Important to improve writing skills in elementary school students; therefore appropriate teaching materials are needed to fulfil learning facilities. Digital storytelling based on local wisdom is a teaching material solution that is relevant to the times and precisely facilitates storytelling learning to improve students’ skills of expression through writing. Aim: Purpose of this study was to describe teachers’ perceptions of the importance of digital storytelling based on local wisdom in improving writing skills. Setting: This research begins with a survey of several elementary schools in the Pandeglang Regency of Indonesia to explore the extent to which digital storytelling is based on local wisdom selected by purposive sampling. Methods: Collection of research data combines quantitative and qualitative methods and uses data triangulation techniques. Quantitative data were obtained through a questionnaire instrument filled out by 60 teachers, while quantitative data were obtained through semi-structured interviews conducted with 24 teachers. The collected data were then analysed using descriptive methods. Result: Results of this study are that teachers respond that it is imperative to develop storytelling material through digital storytelling based on local wisdom to improve elementary school students’ writing skills. Conclusion: Digital storytelling learning based on local wisdom is urgently needed to improve students’ writing skills. Based on this, it is important to develop storytelling materials based on local wisdom through the use of digital storytelling to improve elementary school students’ writing skills. Contribution: This research can be an input for educators, especially elementary school teachers, in innovating to develop teaching materials to create an active and fun learning process to achieve learning goals.
{"title":"Teachers’ perceptions on the need to use digital storytelling based on local wisdom to improve writing skills","authors":"Robiatul Munajah, Mohammad S. Sumantri, Yufiarti Yufiarti","doi":"10.4102/sajce.v13i1.1314","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1314","url":null,"abstract":"Background: Important to improve writing skills in elementary school students; therefore appropriate teaching materials are needed to fulfil learning facilities. Digital storytelling based on local wisdom is a teaching material solution that is relevant to the times and precisely facilitates storytelling learning to improve students’ skills of expression through writing. Aim: Purpose of this study was to describe teachers’ perceptions of the importance of digital storytelling based on local wisdom in improving writing skills. Setting: This research begins with a survey of several elementary schools in the Pandeglang Regency of Indonesia to explore the extent to which digital storytelling is based on local wisdom selected by purposive sampling. Methods: Collection of research data combines quantitative and qualitative methods and uses data triangulation techniques. Quantitative data were obtained through a questionnaire instrument filled out by 60 teachers, while quantitative data were obtained through semi-structured interviews conducted with 24 teachers. The collected data were then analysed using descriptive methods. Result: Results of this study are that teachers respond that it is imperative to develop storytelling material through digital storytelling based on local wisdom to improve elementary school students’ writing skills. Conclusion: Digital storytelling learning based on local wisdom is urgently needed to improve students’ writing skills. Based on this, it is important to develop storytelling materials based on local wisdom through the use of digital storytelling to improve elementary school students’ writing skills. Contribution: This research can be an input for educators, especially elementary school teachers, in innovating to develop teaching materials to create an active and fun learning process to achieve learning goals.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135246213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.4102/sajce.v13i1.1324
V. Selvakumar, Tilak Pakki Venkata, Teja Pakki Venkata, Shubham Singh
Background: The COVID-19 pandemic has brought attention to student psychological wellness. Because of isolation, lack of socialisation and intellectual and physical development from excessive media use, primary and secondary school students are at high risk for health problems.Aim: This study aimed to identify the most effective machine learning model for predicting the offline and online instructional strategies students would choose during a pandemic.Setting: The study was carried out at a number of primary and middle schools in Hyderabad, India.Methods: We evaluated the data using machine learning methods such as logistic regression, K-nearest neighbour (KNN), decision trees, bagging and boosting using the Python programming language.Results: In this study, 414 instances were collected from different schools. Exploratory data analysis showed that few students chose online courses. According to the research, very few students choose online classes, and the majority of students favoured offline classes over online because of physical and mental health difficulties; online education effects include a lack of social and peer relationships that affects young children psychologically, and they may not be disciplined enough to resist internet diversions. Smartphones, laptops, etc., affect their vision, causing headaches and impaired eyesight.Conclusion: The KNN was the most accurate machine learning algorithm, with 92.13% accuracy to fits the data to identify the preferences of online education.Contribution: This article examined the perspectives of primary and middle-school children on online education. Most students in this survey also reported experiencing mental or physical health issues that made online education difficult for them. Machine learning algorithms were applied to identify the most effective model for predicting students’ online and offline study preferences. This machine learning method will help schools improve their course delivery methods, allowing students to continue their studies without interruption.
{"title":"Predicting primary and middle-school students’ preferences for online learning with machine learning","authors":"V. Selvakumar, Tilak Pakki Venkata, Teja Pakki Venkata, Shubham Singh","doi":"10.4102/sajce.v13i1.1324","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1324","url":null,"abstract":"Background: The COVID-19 pandemic has brought attention to student psychological wellness. Because of isolation, lack of socialisation and intellectual and physical development from excessive media use, primary and secondary school students are at high risk for health problems.Aim: This study aimed to identify the most effective machine learning model for predicting the offline and online instructional strategies students would choose during a pandemic.Setting: The study was carried out at a number of primary and middle schools in Hyderabad, India.Methods: We evaluated the data using machine learning methods such as logistic regression, K-nearest neighbour (KNN), decision trees, bagging and boosting using the Python programming language.Results: In this study, 414 instances were collected from different schools. Exploratory data analysis showed that few students chose online courses. According to the research, very few students choose online classes, and the majority of students favoured offline classes over online because of physical and mental health difficulties; online education effects include a lack of social and peer relationships that affects young children psychologically, and they may not be disciplined enough to resist internet diversions. Smartphones, laptops, etc., affect their vision, causing headaches and impaired eyesight.Conclusion: The KNN was the most accurate machine learning algorithm, with 92.13% accuracy to fits the data to identify the preferences of online education.Contribution: This article examined the perspectives of primary and middle-school children on online education. Most students in this survey also reported experiencing mental or physical health issues that made online education difficult for them. Machine learning algorithms were applied to identify the most effective model for predicting students’ online and offline study preferences. This machine learning method will help schools improve their course delivery methods, allowing students to continue their studies without interruption.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48602821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.4102/sajce.v13i1.1290
Makeeda N. Phekani
Background: Given the ongoing literacy crisis in South Africa, there is a need for teachers, as well as teacher education programmes, to explore various means to enable learners to develop reading comprehension. This study sought to examine the intricacies of a series of small group literacy activities that hinged on the in-depth and repeated engagement with a contemporary picturebook. Furthermore, it aims to evaluate whether children can develop an affinity for these books.Aim: The aim of the study was to explore the ways young readers engage with a contemporary picturebook by way of their oral and painted responses.Setting: The study was a qualitative case study, which took place at an urban public school in the Northern Suburbs of Johannesburg.Methods: The research design followed that of a case study. Data were collected using semi-structured interviews during two paired readings, as well as a focus group discussion (FGD). Additional data were collected through children’s painted artefacts and their subsequent individual interviews on these paintings.Results: The findings indicate that learners initially had superficial verbal engagements with the picturebook, which was complemented by more creative responses on further readings. Another finding was that the facilitation by the researcher and the interaction with peers improved the learners’ depth of engagement. Lastly, the learners’ initial basic descriptions of what was visible was complemented by a more nuanced appreciation of the aesthetic features of the picturebook.Conclusion: Based on the findings, it is concluded that full depth of picturebooks and their affordances in classroom literacy programmes be introduced in detail to pre-service and in-service teachers in order to foster rich and meaningful reading experiences for learners.Contributions: This research functions to contribute to the limited body of literature surrounding children’s reading experiences of picturebooks and overall learning specifically in South Africa.
{"title":"Exploring a contemporary picturebook with young readers in the foundation phase","authors":"Makeeda N. Phekani","doi":"10.4102/sajce.v13i1.1290","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1290","url":null,"abstract":"Background: Given the ongoing literacy crisis in South Africa, there is a need for teachers, as well as teacher education programmes, to explore various means to enable learners to develop reading comprehension. This study sought to examine the intricacies of a series of small group literacy activities that hinged on the in-depth and repeated engagement with a contemporary picturebook. Furthermore, it aims to evaluate whether children can develop an affinity for these books.Aim: The aim of the study was to explore the ways young readers engage with a contemporary picturebook by way of their oral and painted responses.Setting: The study was a qualitative case study, which took place at an urban public school in the Northern Suburbs of Johannesburg.Methods: The research design followed that of a case study. Data were collected using semi-structured interviews during two paired readings, as well as a focus group discussion (FGD). Additional data were collected through children’s painted artefacts and their subsequent individual interviews on these paintings.Results: The findings indicate that learners initially had superficial verbal engagements with the picturebook, which was complemented by more creative responses on further readings. Another finding was that the facilitation by the researcher and the interaction with peers improved the learners’ depth of engagement. Lastly, the learners’ initial basic descriptions of what was visible was complemented by a more nuanced appreciation of the aesthetic features of the picturebook.Conclusion: Based on the findings, it is concluded that full depth of picturebooks and their affordances in classroom literacy programmes be introduced in detail to pre-service and in-service teachers in order to foster rich and meaningful reading experiences for learners.Contributions: This research functions to contribute to the limited body of literature surrounding children’s reading experiences of picturebooks and overall learning specifically in South Africa.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47408833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.4102/sajce.v13i1.1297
Tanja Coetzer, C. Livingston, E. Barnard
Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms.Aim: The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners’ understanding of mathematics in the English- LoLT in Grade 1 classrooms.Setting: This study was conducted at four primary schools in the Western Cape’s Metro East Education District.Methods: This study employs a qualitative research approach in conjunction with an adapted interactive qualitative analysis (IQA) systems method to collect in-depth data about current mathematics practices in English LoLT in Grade 1 classrooms. The data were analysed using John Stuart Mill’s analytical comparison technique.Results: This study found that semiotics such as visual (and concrete) representations assist isiXhosa HL learners to grasp and understand mathematical concepts easily.Conclusion: This study emphasises the significance of using sufficient visual representation strategies to enhance isiXhosa HL learners’ mathematical understanding in the English LoLT in Grade 1 classrooms.Contribution: The outcomes of this study can make a positive contribution to current mathematics practice in terms of supporting isiXhosa HL learners in English LoLT in Grade 1 classrooms.
{"title":"Using visual representations to enhance isiXhosa home language learners’ mathematical understanding","authors":"Tanja Coetzer, C. Livingston, E. Barnard","doi":"10.4102/sajce.v13i1.1297","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1297","url":null,"abstract":"Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms.Aim: The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners’ understanding of mathematics in the English- LoLT in Grade 1 classrooms.Setting: This study was conducted at four primary schools in the Western Cape’s Metro East Education District.Methods: This study employs a qualitative research approach in conjunction with an adapted interactive qualitative analysis (IQA) systems method to collect in-depth data about current mathematics practices in English LoLT in Grade 1 classrooms. The data were analysed using John Stuart Mill’s analytical comparison technique.Results: This study found that semiotics such as visual (and concrete) representations assist isiXhosa HL learners to grasp and understand mathematical concepts easily.Conclusion: This study emphasises the significance of using sufficient visual representation strategies to enhance isiXhosa HL learners’ mathematical understanding in the English LoLT in Grade 1 classrooms.Contribution: The outcomes of this study can make a positive contribution to current mathematics practice in terms of supporting isiXhosa HL learners in English LoLT in Grade 1 classrooms.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41510384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-29DOI: 10.4102/sajce.v13i1.1315
Belden Liswaniso
Background: By Grade 4, learners should be able to read fluently and comprehend reading materials at their grade level. However, many learners in Africa, particularly in the Namibian context, seem to go through the primary phase with poor reading skills.Aim: This article examines the overall reading growth of Grade 5 learners, and then disaggregates performance according to grade age level and older Grade 5 learners in intervention and control schools.Setting: Data for this study were collected from four low performing schools in the Zambezi Region of north-eastern Namibia.Methods: Data are drawn from a quasi-experimental study in which teachers in intervention schools were provided with ongoing support over 4 months to enhance their content and pedagogical knowledge about reading, with the ultimate goal of improving Grade 5 learners’ reading outcomes.Results: While reading scores were generally low across the schools, differential effects in terms of age clearly emerged. Significant differences emerged between grade-appropriate age groups (10 and 11-year-olds) and older learners (12–16-year-olds) in all the assessments, with older learners, expected to be cognitively more mature, showing the least progress. The results also showed better progress across age groups in intervention schools than in control schools.Conclusion: The findings indicate that explicit reading instructional practices can lead to significant gains in reading even among learners showing low reading scores in poor schooling contexts.Contribution: This study contributes to the knowledge of the factors that influence reading progress and learning among children in low-performing schools in low socioeconomic contexts.
{"title":"‘Failing to progress’ or not being supported to make progress? Examining variability in reading","authors":"Belden Liswaniso","doi":"10.4102/sajce.v13i1.1315","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1315","url":null,"abstract":"Background: By Grade 4, learners should be able to read fluently and comprehend reading materials at their grade level. However, many learners in Africa, particularly in the Namibian context, seem to go through the primary phase with poor reading skills.Aim: This article examines the overall reading growth of Grade 5 learners, and then disaggregates performance according to grade age level and older Grade 5 learners in intervention and control schools.Setting: Data for this study were collected from four low performing schools in the Zambezi Region of north-eastern Namibia.Methods: Data are drawn from a quasi-experimental study in which teachers in intervention schools were provided with ongoing support over 4 months to enhance their content and pedagogical knowledge about reading, with the ultimate goal of improving Grade 5 learners’ reading outcomes.Results: While reading scores were generally low across the schools, differential effects in terms of age clearly emerged. Significant differences emerged between grade-appropriate age groups (10 and 11-year-olds) and older learners (12–16-year-olds) in all the assessments, with older learners, expected to be cognitively more mature, showing the least progress. The results also showed better progress across age groups in intervention schools than in control schools.Conclusion: The findings indicate that explicit reading instructional practices can lead to significant gains in reading even among learners showing low reading scores in poor schooling contexts.Contribution: This study contributes to the knowledge of the factors that influence reading progress and learning among children in low-performing schools in low socioeconomic contexts.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45030180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-25DOI: 10.4102/sajce.v13i1.1369
C. Cook, S. Howard, G. Scerif, R. Twine, K. Kahn, S. Norris, C. Draper
Background: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association.Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; Mage = 50.91 months; 45% female).Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation.Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox.Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant.Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings.Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school.
背景：虽然现在有相当多的证据支持执行职能（EF）与学术成功之间的关系，但这些发现几乎一致来自西方和高收入国家。然而，来自中低收入国家的最新研究结果表明，EF和学术技能的模式在这些情况下有所不同，但它们之间的联系的程度、方向和性质尚不清楚。目的：本研究旨在调查EF对学龄前儿童（N=124；Mage=50.91个月；45%为女性）学习前技能的贡献。环境：两所幼儿园是从一个城市环境中招募的，该社区既有正式住房，也有非正式住房，人满为患，犯罪率和暴力率高，服务提供差。三所幼儿园是从农村社区招募的，这些社区有家庭用地，基础设施发展速度缓慢，烹饪依赖明火，获得自来水和基本卫生条件有限。方法：使用Herbst幼儿发展标准测试评估学习前技能，使用Early Years Toolbox评估EF。结果：尽管EF得分较高，学习前技能较低（在常模比较中），但EF抑制（ß=0.23，p=0.001）和工作记忆（土=0.25，p=0.001）对学习前技能的预测能力较强，而转换并不显著。结论：即使在这个中低收入国家，EF也是学业前技能的重要预测因素，但在这些环境中，除了EF之外的因素可能也是培养入学准备能力的同样重要的目标。贡献：目前的研究是了解当前可以利用的优势和进一步发展的机会的第一步，有助于让所有儿童为学校需求做好准备。
{"title":"Executive function and pre-academic skills in preschoolers from South Africa","authors":"C. Cook, S. Howard, G. Scerif, R. Twine, K. Kahn, S. Norris, C. Draper","doi":"10.4102/sajce.v13i1.1369","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1369","url":null,"abstract":"Background: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association.Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; Mage = 50.91 months; 45% female).Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation.Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox.Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant.Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings.Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.4102/sajce.v13i1.1288
Semoni Cancelliere, S. Ramsaroop, N. Petersen
Background: Despite large-scale interventions aimed at developing literacy skills, children’s reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a fast-changing world of learning and working is gaining attention in educational policy and practice.Aim: Using a qualitative multi-site case study research design, the authors aimed to explore teachers’ understanding and enactment of scripted literacy lessons that are designed to promote 21st-century competencies.Setting: Five Grade 1 teachers were selected from four schools, three of which are in peri-urban and the other in a township area.Methods: Data were generated in two phases across three teaching cycles. In the first phase, lessons were observed and recorded on video. The second phase consisted of stimulated recall interviews (SRIs) in which teachers commented on their recorded lessons.Results: The findings showed that when teachers had relevant prior knowledge of specific competencies, they were better positioned to leverage these as a basis for their lessons. However, the findings also indicated that teachers’ entrenched methods and ways of thinking were obstacles for change.Conclusion: Training and development opportunities should pay sufficient attention to the practicalities of changing pedagogies and using scripted lesson plans.Contribution: The findings contribute to knowledge on the affordances and challenges when designing training opportunities aimed at integrating 21st-century competencies into scripted literacy lessons.
{"title":"Infusing 21st-century competencies into scripted foundation phase literacy lessons","authors":"Semoni Cancelliere, S. Ramsaroop, N. Petersen","doi":"10.4102/sajce.v13i1.1288","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1288","url":null,"abstract":"Background: Despite large-scale interventions aimed at developing literacy skills, children’s reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a fast-changing world of learning and working is gaining attention in educational policy and practice.Aim: Using a qualitative multi-site case study research design, the authors aimed to explore teachers’ understanding and enactment of scripted literacy lessons that are designed to promote 21st-century competencies.Setting: Five Grade 1 teachers were selected from four schools, three of which are in peri-urban and the other in a township area.Methods: Data were generated in two phases across three teaching cycles. In the first phase, lessons were observed and recorded on video. The second phase consisted of stimulated recall interviews (SRIs) in which teachers commented on their recorded lessons.Results: The findings showed that when teachers had relevant prior knowledge of specific competencies, they were better positioned to leverage these as a basis for their lessons. However, the findings also indicated that teachers’ entrenched methods and ways of thinking were obstacles for change.Conclusion: Training and development opportunities should pay sufficient attention to the practicalities of changing pedagogies and using scripted lesson plans.Contribution: The findings contribute to knowledge on the affordances and challenges when designing training opportunities aimed at integrating 21st-century competencies into scripted literacy lessons.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.4102/sajce.v13i1.1230
D. Mawila, Lucia Munongi, Nancy M.P. Mabaso
Background: The prevalence of bullying in South African schools is alarming, and it affects everyone, including children in early childhood development. Teachers have a critical role in raising awareness about bullying to minimise its effects. This implies that student teachers need to be prepared to raise awareness about bullying.Aim: This study aimed to establish the preparedness of university student teachers to raise awareness about bullying among Grade R learners.Setting: Using a qualitative approach anchored in a phenomenological design, data were gathered from a university in Johannesburg, South Africa.Methods: Purposeful sampling was used to sample 25 second-year Bachelor of Education (BEd) Foundation Phase student teachers. In groups of five, students were required to facilitate an antibullying campaign to raise awareness about bullying among Grade R learners. Individually, the student teachers wrote reflective essays on their perceptions of their preparedness to raise awareness about bullying. Data were analysed thematically in line with Braun and Clarke’s steps of data analysis.Results: The study’s results revealed that student teachers were not prepared to raise awareness about bullying because of the use of inappropriate activities, poor classroom management, poor planning and discord in students’ groups.Conclusion: To ensure that student teachers are prepared to raise awareness about bullying, this study concludes that higher tertiary institutions should strengthen their training in raising awareness of bullying for student teachers.Contribution: The study contributes to the body of knowledge on student teachers’ preparedness to raise awareness about bullying in schools.
{"title":"Student teachers’ preparedness to raise awareness about bullying among Grade R learners","authors":"D. Mawila, Lucia Munongi, Nancy M.P. Mabaso","doi":"10.4102/sajce.v13i1.1230","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1230","url":null,"abstract":"Background: The prevalence of bullying in South African schools is alarming, and it affects everyone, including children in early childhood development. Teachers have a critical role in raising awareness about bullying to minimise its effects. This implies that student teachers need to be prepared to raise awareness about bullying.Aim: This study aimed to establish the preparedness of university student teachers to raise awareness about bullying among Grade R learners.Setting: Using a qualitative approach anchored in a phenomenological design, data were gathered from a university in Johannesburg, South Africa.Methods: Purposeful sampling was used to sample 25 second-year Bachelor of Education (BEd) Foundation Phase student teachers. In groups of five, students were required to facilitate an antibullying campaign to raise awareness about bullying among Grade R learners. Individually, the student teachers wrote reflective essays on their perceptions of their preparedness to raise awareness about bullying. Data were analysed thematically in line with Braun and Clarke’s steps of data analysis.Results: The study’s results revealed that student teachers were not prepared to raise awareness about bullying because of the use of inappropriate activities, poor classroom management, poor planning and discord in students’ groups.Conclusion: To ensure that student teachers are prepared to raise awareness about bullying, this study concludes that higher tertiary institutions should strengthen their training in raising awareness of bullying for student teachers.Contribution: The study contributes to the body of knowledge on student teachers’ preparedness to raise awareness about bullying in schools. ","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47114060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.4102/sajce.v13i1.1268
Lebogang J. Pillar, Shanil J. Haricharan
programmatic
计划的
{"title":"Early Childhood Care and Education in Botswana: Implications for access and quality","authors":"Lebogang J. Pillar, Shanil J. Haricharan","doi":"10.4102/sajce.v13i1.1268","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1268","url":null,"abstract":"programmatic","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47896509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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