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Early Childhood Development Educators' Perceptions of Learners' Readiness for Grade R

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Title: Early Childhood Development Educators' Perceptions of Learners' Readiness for Grade R
Language: English
Authors: Ngami P. Pewa, Jabulile Mzimela
Source: South African Journal of Education. 2024 14(1).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, Kindergarten, School Readiness, Rural Areas, Early Childhood Teachers, Teacher Attitudes, Child Development, Language Skills, Physical Development, Cognitive Development, Emotional Development, Social Development
Geographic Terms: South Africa
ISSN: 0256-0100
2076-3433
Abstract: Background: Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child's development that early childhood development (ECD) educators deem essential for Grade R readiness. Aim: This article aims to explore ECD educators' perceptions of typical 4-year-old learners' aspects of development and how this supports their readiness for Grade R. Setting: This study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand. Methods: An interpretive qualitative case study methodological design framed within Bronfenbrenner's person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners' physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically. Results: Findings revealed that early childhood educators perceive 4-year-old learners' readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator's experience in the field and training. Conclusion: This study concluded that the learner's level of physical, language, cognitive, emotional and social development influences their readiness for Grade R. Contribution: School readiness skills allow school teachers to expand and further develop learners' skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425885
Database: ERIC
FullText Text:
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  Data: Early Childhood Development Educators' Perceptions of Learners' Readiness for Grade R
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  Data: <searchLink fieldCode="AR" term="%22Ngami+P%2E+Pewa%22">Ngami P. Pewa</searchLink><br /><searchLink fieldCode="AR" term="%22Jabulile+Mzimela%22">Jabulile Mzimela</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 14(1).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: 8
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Development%22">Physical Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 0256-0100<br />2076-3433
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. Hence, physical, language, cognitive, emotional and social independence are healthy components of a typical child's development that early childhood development (ECD) educators deem essential for Grade R readiness. Aim: This article aims to explore ECD educators' perceptions of typical 4-year-old learners' aspects of development and how this supports their readiness for Grade R. Setting: This study was conducted in an ECD centre in a marginalised rural context of the Mandlankala area, Empangeni, north of Zululand. Methods: An interpretive qualitative case study methodological design framed within Bronfenbrenner's person-proximal processes-context model was adopted. Purposive convenient sampling was used to select three ECD educators from an ECD centre. Semi-structured interviews and learners' physical, language, cognitive, emotional and social behaviour observations were used to generate data. Data were analysed thematically. Results: Findings revealed that early childhood educators perceive 4-year-old learners' readiness for Grade R differently based on criteria such as their personalities based on developmental milestones and the educator's experience in the field and training. Conclusion: This study concluded that the learner's level of physical, language, cognitive, emotional and social development influences their readiness for Grade R. Contribution: School readiness skills allow school teachers to expand and further develop learners' skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.
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      – Text: English
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        PageCount: 8
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: School Readiness
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Physical Development
        Type: general
      – SubjectFull: Cognitive Development
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      – SubjectFull: Emotional Development
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      – SubjectFull: Social Development
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      – SubjectFull: South Africa
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      – TitleFull: Early Childhood Development Educators' Perceptions of Learners' Readiness for Grade R
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