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ERIC Number: EJ1113029
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1350-293X
Philosophy with Children as Part of the Solution to the Early Literacy Education Crisis in South Africa
Murris, Karin
European Early Childhood Education Research Journal, v24 n5 p652-667 2016
In this article I argue that insufficient attention is paid to the explicit teaching of comprehension in South African literacy policies and practices. Like elsewhere, governments reinforce the existing curriculum gap by trying to solve the achievement gap in early literacy. I substantiate my claim through a critical analysis of a report commissioned by the South African government and written by the National Education and Evaluation Unit (NEEDU). At an analytical level there is a logical problem with NEEDU's recommendations about early literacy--there is a mismatch between the solutions and the problems it tries to solve. Unlike government responses to South Africa's very poor results in national and international literacy tests, I claim that the findings of these tests point to the urgent need to teach higher-order questioning skills to teachers explicitly from preschool onwards. By referencing national and international research evidence of an approach to teaching and learning called Philosophy with Children (P4C), I argue that the inclusion of philosophical thinking in early childhood literacy education could help teach the "full literacy" as recommended by the NEEDU report.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A