| dc.description.abstract |
The purpose of this study was to investigate the challenges that
affect Grade R (kindergarten) learners’ readiness for learning, and the
strategies used to ensure learner-readiness when entering Grade 1.
Learning readiness is an ongoing process from the beginning to the end
of an individual’s life. Learners at this early point in their lives
(Foundation Phase) begin with their formal learning based on play,
arithmetic, cultural activities, and reading and writing practice. The study
engaged four teacher-participants: two Grade R teachers, and two Early
Learnerhood Development practitioners from Grade 1. The case study
research design was selected to elicit data through semi-structured open ended interviews in natural settings to gain in-depth information which
was analysed via the thematic analysis approach. The study findings
revealed that teachers experienced challenges due to poor infrastructure,
overcrowded classrooms, lack of resources, policy of passing all Grade R
learners, admission of non-documented learners, and learners who
skipped pre-school. To address these challenges which impacted Grade
R learners’ readiness to enter Grade 1, teachers were resourceful and
planned innovative and interesting play-based lessons. This ensured that
Grade R learners’ readiness is largely play-based to develop them
holistically by involving them in creative indoor and outdoor activities. |
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