Towards Developing a Science-Language Learning Programme for the Equality of Sustainable Learning Opportunities for Young Children
Bibliographic Data
| ID | 6142925 |
|---|---|
| Authors | Moeketsi Tlali (University of the Free State, corresponding author) |
| Year | 2023 |
| Volume | 12 |
| Issue | 1 |
| Pages | 41-51 |
| Publication date | 2023-04-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Research for Social Change (JOURNAL) |
| Journal identifiers | ISSN: 2221-4070 • E-ISSN: 2221-4070 |
| Publisher | Academy of Science of South Africa (PUBLISHER • ZA) |
| DOI | 10.17159/2221-4070/2023/v12i1a4 |
| OpenAlex | W4372279090 |
| SciELO | S2221-40702023000100005 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
It is imperative to offer equal quality learning opportunities for young children at both deprived and advantaged early childhood development centres (ECDCs). To this end, substantive involvement by young children in the envisioned quality learning that should take place, even in constrained contexts, warrants thoughtful exploration. Consequently, this study investigated the development of young children's communication and mathematical skills to explore the affordances of the South African National Curriculum Framework for children from birth to 4 years in relation to incorporating science concepts. Our proposition for privileging science concepts relevant to early learning and development areas of the curriculum framework was premised on the urge to respond to young children's current learning needs in order to make learning in the future sustainable. We adopted a participatory action research design, undergirded by principles of intra-relationality, to develop an assessment and activity plan consistent with our proposition. Using the principles of free attitude interviews and brainstorming as techniques, rich qualitative data were generated during meetings, workshops, and reflection sessions with study team member participants. The team made the following observations and findings: the transition of young children from ECD to Grade R is marred by challenges that make the learning of young children beyond ECD unsustainable because of the absence of continual communication between the ECD and Grade R teachers and, to some extent, between the parents (home) and the ECDC. Through the knowledge gained from regular participatory action-oriented meetings, workshops, and reflections, the study contributed to the development of participants and benefited the ECDC involved in this study in several respects
Action plan · Action research · Affordance · Brainstorming · Citizen journalism · Curriculum · Developmental psychology · Early childhood · Holistic education · Participatory action research · Pedagogy · Political science · Sociology · Child Development and Digital Technology · Computer Science · Early Childhood Education and Development · Education and Critical Thinking Development · Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |