The purpose of this study is to determine the perceptions of parents of Grade R children regarding teaching and learning. This will be compared to relevant education theories and the Foundation Phase curriculum and assessment policies to establish whether parents’ perceptions of Grade R teaching and learning differ from prescribed policy, and that which is age-appropriate. This study is based on qualitative methodology and uses a single case study approach. The case identified is located in the suburb of Westville in the Pinetown School District. Open-ended questionnaires, semi-structured interviews, and document analysis were used for data collection. Ten parents of Grade R children from two ECD centres were purposively selected to respond to the questionnaire. The two Grade R teachers from each centre were also interviewed. A document analysis of the Mathematics, English Home Language, and Life Skills curriculum and assessment policies was also conducted. The findings revealed that parents’ perceptions regarding Grade R teaching and learning significantly differed in relation to current literature and prescribed curriculum policies. Parents’ expectations of the curriculum also exerted pressure on teachers and children, thus it is recommended that parents become au fait with the use of play as an appropriate teaching and learning strategy in the informal Grade R year. / Curriculum and Instructional Studies
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27674 |
| Date | 11 1900 |
| Creators | Kirby, Joanne Grafton |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf |
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