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Naude, Mariana; Meier, Corinne – South African Journal of Education, 2019
Foundation phase teachers in South African schools follow a socio-constructivist approach to the teaching and learning of mathematics, which entails that learners experiment freely with concepts and are encouraged to communicate and share their thoughts and ideas. In an effort to understand the impact that the physical learning environment, such…
Descriptors: Educational Environment, Physical Environment, Case Studies, Teaching Methods
Morrison, Samantha; Venkat, Hamsa; Askew, Mike – South African Journal of Childhood Education, 2021
Background: The co-establishment of social and sociomathematical norms in the microculture of South African classrooms and its possible effects on early number learning has largely been unexplored. Social norms are considered to be general classroom norms that are relevant in any teaching and learning space, whilst sociomathematical norms are…
Descriptors: Social Behavior, Behavior Standards, Mathematics Education, Numbers
Grobler, Annemie – Perspectives in Education, 2022
This interpretive study documents experiences of teachers regarding the impact of parental participation on the learning process of Foundation Phase learners during the COVID-19 pandemic in 2020. The period investigated stretched from the "hard" lockdown in South Africa instituted on 26 March 2020, until the reopening of the physical…
Descriptors: COVID-19, Pandemics, Parent Participation, Parent Role
Koreeda, Kiyoji, Ed.; Tsuge, Masayoshi, Ed.; Ikuta, Shigeru, Ed.; Dalton, Elizabeth Minchin, Ed.; Ewe, Linda Plantin, Ed. – IGI Global, 2023
Inclusive education remains a significant challenge in today's educational landscape, as K-12 classrooms and higher education institutions struggle to meet the diverse needs of all students. To address this pressing issue, "Developing Inclusive Environments in Education: Global Practices and Curricula," led by Kiyoji Koreeda, offers…
Descriptors: Inclusion, Elementary Secondary Education, Higher Education, Access to Education
Prins, Chevonne; Joubert, Ina; Ferreira-Prevost, Judite; Moen, Melanie – South African Journal of Education, 2019
Discipline is essential to learning, but in culturally diverse groups it could become a challenge for teachers. Positive discipline, respect for human rights and the creation of a sense of belonging promotes culturally responsive and disciplined learners. This study investigated the social and cultural contexts of discipline in early grade South…
Descriptors: Discipline, Culturally Relevant Education, Teacher Attitudes, Classroom Techniques
Nkomo, Sibhekinkosi A. – Reading & Writing: Journal of the Literacy Association of South Africa, 2021
Background: This article reports on a responsive extensive reading programme (ERP), involving Grade 3 learners at two primary schools in the Eastern Cape over a duration of 20 weeks. Objectives: The sociocultural perspective of learning guided the implementation of the ERP which aimed at providing learners with opportunities to read books for…
Descriptors: Foreign Countries, Reading Programs, Program Effectiveness, Grade 3
Jensen, Hanne; Pyle, Angela; Alaca, Betül; Fesseha, Ellen – Early Years: An International Journal of Research and Development, 2021
Guided play, a balanced approach to involvement in play that includes child- and adult-direction in learning activities, holds great promise for children's effective and engaged learning in education. Recent studies in laboratory settings show benefits for academic and socio-emotional outcomes, while retaining a focus on child-centred exploration.…
Descriptors: Play, Teaching Methods, Teacher Role, Cultural Differences
Tanja Coetzer; Candice Livingston; Elna Barnard – South African Journal of Childhood Education, 2023
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…
Descriptors: Foreign Countries, African Languages, Native Language, Mathematics Instruction
Scheepers, Marizel; Geertsema, Salomé; le Roux, Mia; Graham, Marien – South African Journal of Childhood Education, 2021
Background: Phonological awareness (PA) skills and working memory (WM) are universally regarded as crucial precursors to skilled reading. The orthography of the language being read influences the ease with which a child learns to read. Research has been undertaken on reading in languages with an opaque orthography. Research on the role of PA and…
Descriptors: Phonological Awareness, Indo European Languages, Short Term Memory, Private Schools
Magangxa, Pretty N.; Geduld, Deidre C. – South African Journal of Childhood Education, 2023
Background: Globally, teaching practice has been at the heart of teacher education programmes. For quality teaching and learning, literacy student teachers are expected to develop metacognitive attributes and critical thinking to integrate theory and practice. Because of the dominance of autonomous models in literacy teaching and learning…
Descriptors: African Languages, Grade 3, Elementary Education, Student Teachers
Hannaway, Donna – South African Journal of Childhood Education, 2019
Background: As technology today is pervasive, this study seeks to examine how technological changes influence Foundation Phase learners, specifically the impact of technology on teaching and learning. Aim: This study establishes professional perspectives of technology-based teaching and learning (TBTL) in the Foundation Phase from the vantage…
Descriptors: Information Technology, Technology Integration, Teaching Methods, Learning Processes
de Villiers, Zandra; Barnard, Elna – Perspectives in Education, 2022
South Africa's policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers'…
Descriptors: Grade 1, Elementary School Teachers, Teaching Experience, Students with Disabilities
Mamabolo, Joel Moketla; Sepadi, Medwin Dikwanyane; Mabasa-Manganyi, Rachel Basani; Kgopa, Faith; Ndlovu, Simon Mfula; Themane, Mahlapahlapana – Perspectives in Education, 2021
This study examined teachers' attitudes towards the inclusion of learners who experience barriers to learning in their classrooms. The study implemented the quantitative descriptive design. Sixty-three Foundation Phase (grades 1-3) teachers were recruited through the convenient sampling strategy from the Capricorn District in Limpopo Province in…
Descriptors: Teacher Attitudes, Values, Inclusion, Barriers
Brian Chihodzi; Willy Mwakapenda; Beatrice Ngulube – Pythagoras, 2023
Ticks and crosses (TCs) are a common aspect of teachers' classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners' written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what…
Descriptors: Primary Education, Elementary School Mathematics, Mathematics, Educational Assessment
Cassim, Nabeelah; Moen, Melanie – South African Journal of Education, 2020
Grade 1 learners in South Africa are not receiving the quality education they deserve. Early Childhood Education forms the basis of all education; however, numerous challenges in the South African education system impede the teaching and learning of young children. In this article we investigate Grade 1 teachers' responsibilities in the class and…
Descriptors: Foreign Countries, Teacher Aides, Grade 1, Elementary School Students