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Showing 76 to 90 of 257 results Save | Export
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van Vuuren, Eurika Jansen; Herzog, Moritz; Fritz, Annemarie – South African Journal of Childhood Education, 2018
Background: Several studies have shown the influence of mathematical knowledge on both individual opportunities and chances for a self-determined and prosperous life as well as the welfare of nations. Against this background, the contents of maths education in the foundation phase as well as the way in which it is conveyed gain importance. While…
Descriptors: Foreign Countries, Mathematics Instruction, Number Concepts, Early Childhood Education
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van As, Alta J.; Excell, Lorayne – South African Journal of Childhood Education, 2018
Background: Music as one of the creative arts offers an ideal vehicle to implement alternative teaching and learning strategies, including the implementation of purposeful but playful pedagogies that are increasingly being acknowledged as the most appropriate way of teaching young children. However, within higher educational institutions, it is…
Descriptors: Early Childhood Education, Preservice Teacher Education, Music Education, Intervention
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Ubah, Ifunanya J. A.; Bansilal, Sarah – South African Journal of Childhood Education, 2018
Background: The concept of rational numbers is one of the learner's first experiences with a Mathematics concept beyond the basic skills operations on whole numbers. The personal knowledge of fractions that teachers bring to the teaching context is important because teachers mediate the conceptions that their learners construct. Aim: This study…
Descriptors: Preservice Teachers, Mathematics Instruction, Fractions, Mathematics Teachers
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Beni, Saritha; Stears, Michele; James, Angela – South African Journal of Childhood Education, 2017
Scientific literacy should be promoted through the teaching of science from Grade R and for this to happen, teachers need to understand what science should be taught and how it should be taught. This interpretive, qualitative study explores the degree to which four foundation phase teachers interpret the life skills programme with regard to the…
Descriptors: Science Instruction, Teaching Methods, Questionnaires, Documentation
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Nthontho, Maitumeleng – South African Journal of Childhood Education, 2017
Children's right to freely express their opinion in education is very rare, and it is critical for schools to realise it. Although at times they are consulted about their difficulties, children are seldom asked to participate in the development of programmes that affect their lives. The aim of this conceptual article is therefore twofold: (1) to…
Descriptors: Children, Stakeholders, Student Empowerment, Learner Engagement
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Tlou, Faith; Feza, Nosisi – South African Journal of Childhood Education, 2017
In South Africa's reception classes (Grade R), the harsh reality is that the sector is beset by serious challenges. As part of a broader professional development study, this article focuses on the actual operations of Grade R educators as they conduct mathematics lessons using video technology to record their teaching. An observation tool adapted…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Mathematics Instruction
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Hujala, Eeva; Vlasov, Janniina; Szecsk, Tünde – South African Journal of Childhood Education, 2017
This article reports on the findings of a follow-up study, which examined parents' and teachers' perspectives regarding the quality of childcare for 3- to 5-year-old children in the United States, Russia and Finland between 1991 and 2011. The study aims to address a gap in early childhood education (ECE) research by examining how the quality of…
Descriptors: Foreign Countries, Teacher Attitudes, Parent Attitudes, Preschool Teachers
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Geertsema, Salome; McDonald, Michelle; Van der Merwe, Aletta; Swanepoel, Margaretha; Strasheim, Esedra – South African Journal of Childhood Education, 2017
Children with autistic disorder (AD) display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change…
Descriptors: Autism, Pervasive Developmental Disorders, Feedback (Response), Eye Movements
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Pretorius, Elizabeth J.; Stoffelsma, Lieke – South African Journal of Childhood Education, 2017
In this article, we report on a study that examined the active and receptive English vocabulary of two different groups of Grade 3 learners in South African township schools. The groups consisted of English Home Language (HL) learners in the Western Cape and Xhosa HL and English First Additional Language (FAL) learners in the Eastern Cape. The…
Descriptors: Foreign Countries, Vocabulary Development, Receptive Language, Expressive Language
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Barends, Zelda; Nel, Carisma – South African Journal of Childhood Education, 2017
Research confirms that the quality of instruction learners experience day-to-day matters for learner achievement more than any other school-based factor. Yet teachers beginning their careers across a range of contexts routinely report that they are unprepared to enact high quality instruction on day one. Thus, the quality and content of…
Descriptors: Workplace Learning, Preservice Teacher Education, School Districts, Literacy Education
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Chansa-Kabali, Tamara – South African Journal of Childhood Education, 2017
Inequalities on child cognitive outcomes exist as children enter the first grade. These differences are even wider for children in low-income families. This article aims to examine the extent to which home factors account for variation in early literacy outcomes in the first year of schooling. A total of 72 first graders and their parents from…
Descriptors: Family Literacy, Emergent Literacy, Low Income, Outcomes of Education
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Sayed, Yusuf; McDonald, Zahraa – South African Journal of Childhood Education, 2017
Motivation to enter initial teacher education is a key concern in research globally and in South Africa specifically. Supply of teachers for the Foundation Phase is identified as a critical need in South Africa and understanding why individuals enter these programmes is crucial. In this context, this article explores what motivates student…
Descriptors: Teacher Motivation, Foreign Countries, Preservice Teacher Education, Student Teachers
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Daniels, Doria – South African Journal of Childhood Education, 2017
The ability of parents to nurture and support their children during their primary school years is considered to be fundamental for the child's development and learning. Teachers and educational psychologists assign great prominence to parental involvement as a tool to advance educational success for children, especially for those who are faced…
Descriptors: Immigrants, Child Development, Low Income, Cultural Capital
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Graven, Mellony; Pausigere, Peter – South African Journal of Childhood Education, 2017
This article investigates the participation enablers and learning affordances identified by teachers through participation within an in-service community of practice (CoP) of primary teachers called the Numeracy Inquiry Community of Leader Educators (NICLE) in the Eastern Cape. The article draws on three qualitative sources of data: the annual…
Descriptors: Elementary School Teachers, Mathematics Teachers, Communities of Practice, Feedback (Response)
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Ragpot, Lara – South African Journal of Childhood Education, 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…
Descriptors: Child Development, Preservice Teacher Education, Theory Practice Relationship, Practicums
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