Magister Artium - MA / Several studies concur that children from a disadvantaged background are as prepared for
formal schooling, compared to their advantaged peers who have access to attend good quality
pre-schools. This is particularly true regarding the literature aimed at understanding the
challenges that impede school readiness of Foundation Phase learners and the consequences of
poor school readiness on learner’s school performance. The overall aim of the study was to
explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede
school readiness. The research questions for this study probed the challenges that impede the
school readiness of Foundation Phase learners of low-to middle-income background; the
consequences of poor school readiness on learners’ school performance; the challenges
encountered in the classroom by teachers regarding learners with poor school readiness; and
the programmes used to assist children with poor scholastic performance. The study was
informed by Bronfenbrenner’s Bio-ecological Systems Theory, to understand how the
environment shapes the development of a child. The study adopted a qualitative
methodological framework with an exploratory research design. The design was suitable since
limited literature exists on this topic, thus proving in-depth information of Foundation Phase
teachers about the phenomenon under study. Furthermore, a total number of 20 participants
were included in this study, and participants were purposively selected. Data was collected by
means of semi-structured individual interviews and was thematically analysed.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/8767 |
| Date | January 2021 |
| Creators | Keila, Vilanculo |
| Contributors | Athena, Pedro |
| Publisher | University of the Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of the Western Cape |
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