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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
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Muthivhi, Azwihangwisi E.; Kriger, Samantha – South African Journal of Childhood Education, 2019
Background: This article reported on the developmental consequences of music instruction in Foundation Phase level of South African school context, specifically in relation to learners' learning and acquisition of early reading abilities. Against the background of the recent upsurge in research interest on the subject of conceptual and skills…
Descriptors: Reading Skills, Transfer of Training, Music Education, Concept Formation
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Roberts, Nicky; Spencer-Smith, Garth – South African Journal of Childhood Education, 2019
Background: There has been little Southern African research attention on the potentials of m-learning to support quality mathematics learning for young children and their caring adults. This article argues that m-learning research has shifted from claims of being promising to claims of effect in educational settings of both classrooms and homes.…
Descriptors: Electronic Learning, Models, Intervention, Mathematics Instruction
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Yiga, Sarah I.N.; Khoarai, Lerato; Khosana, Thapelo; Lesupi, Rebonethato; Mduli, Joanah; Shadwell, Tamryn; Botes, Johan; Joubert, Gina – South African Journal of Childhood Education, 2019
Background: Academic achievement is influenced by a system of internal and external stimuli. Internal stimuli include interest, willingness and academic motivation. In South Africa, efforts to improve the quality of education have mostly focused on the provision of physical resources rather than emotional resources. Aim: The aim of this study was…
Descriptors: Foreign Countries, Student Motivation, Academic Achievement, Elementary School Students
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Ogina, Teresa A.; Ramare, Norman M. – South African Journal of Childhood Education, 2019
Background: In recent years, there appears to have been more interest than ever in the education of orphaned children, especially in terms of their school attendance. Although some studies have reported on the efforts of caregivers, teachers, government, Non-Governmental Organisations and others in providing the educational needs of orphaned…
Descriptors: Access to Education, Attendance, Children, Stakeholders
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Meiring, Leslie F. – South African Journal of Childhood Education, 2019
Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called 'science', but 'hidden' away in the subject 'life skills', one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science…
Descriptors: Science Teachers, Self Efficacy, Elementary School Students, Foreign Countries
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Marais, Elma; Nel, Carisma; Dlavane, Dolly – South African Journal of Childhood Education, 2019
Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons. Objectives: The objectives of this study were to determine how prepared students teachers are to plan children's literature…
Descriptors: Case Studies, Questioning Techniques, Childrens Literature, African Languages
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Coetzee, Dané; Pienaar, Anita E.; van Wyk, Yolanda – South African Journal of Childhood Education, 2019
Background: Visual motor integration plays an important role in academic skills of learners in the early school years and can have an impact on their overall academic performance. Aim: This study aimed to determine the influence of socio-economic status (SES) on changes in visual-motor integration, visual perception and motor coordination over a…
Descriptors: Longitudinal Studies, Psychomotor Skills, Socioeconomic Status, Grade 1
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Brown, Bruce – South African Journal of Childhood Education, 2019
Background: The learning of rational numbers is a complex and difficult process that begins in the early grades. This teaching often focuses on the mastery of essential knowledge, including particular skills (e.g. using fractions to describe part--whole diagrams) and interpretations (e.g. sharing), which often results in an incomplete and…
Descriptors: Numbers, Mathematics Skills, Mathematics Instruction, Teaching Methods
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van Staden, Surette; Combrinck, Celeste; Roux, Karen; Tshele, Mishack; Palane, Nelladee M. – South African Journal of Childhood Education, 2019
Background: South Africa's participation across a number of international large-scale assessment programmes provides continued evidence of poor student achievement across grades and phases. Despite discouraging achievement results, evidence of slow progress begins to emerge, yet systemic inequalities persist. Aim: This article aims to unpack the…
Descriptors: Foreign Countries, Educational Quality, Educational Policy, Equal Education
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Chikiwa, Samukeliso; Westaway, Lise; Graven, Mellony – South African Journal of Childhood Education, 2019
Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their…
Descriptors: Foreign Countries, Elementary School Teachers, Mathematics Teachers, Grade 2
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Horn, Jacqueline; Govender, Sumeshni – South African Journal of Childhood Education, 2019
Background: Death and loss are inevitable, and life changes profoundly for those left behind. A General Household Survey by Statistics South Africa indicated that 94.2% of orphans aged 7-18 years were still attending school. With no parental and often familial support, learners often had to turn to their teachers for support. Vukuzakhe, a…
Descriptors: Grief, Death, Children, Facilitators (Individuals)
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Kao, Matiekase A.; Mzimela, Patience J. – South African Journal of Childhood Education, 2019
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers' adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the…
Descriptors: Reading Instruction, Reading Skills, Prereading Experience, Visual Impairments
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Probert, Tracy N. – South African Journal of Childhood Education, 2019
Background: A large amount of evidence highlights the obvious inequalities in literacy results of South African learners. Despite this, a sound understanding of how learners approach the task of reading in the African languages is lacking. Aim: This article examines the role of the syllable, phoneme and morpheme in reading in transparent,…
Descriptors: Foreign Countries, African Languages, Syllables, Phonemes
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Wilsenach, Carien – South African Journal of Childhood Education, 2019
Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language. Aim: This study…
Descriptors: Foreign Countries, Phonological Awareness, Beginning Reading, Emergent Literacy
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