NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1186958
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2223-7674
Knowledge of Child Development in the Interface of Theory and Practice in Foundation Phase Teacher Education
Ragpot, Lara
South African Journal of Childhood Education, v7 n1 Article 501 2017
How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory-practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.
AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa