Turning the tide on illiteracy: a search for early childhood language stimulation among Free State pre-schoolers
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Date
2011
Authors
Van Staden, Annalene
Griessel, David
Journal Title
Journal ISSN
Volume Title
Publisher
School of Education of the University of KwaZulu-Natal
Abstract
One of the most significant educational accomplishments in a literate society is learning to
read and write. Social-constructivist theorists emphasise the mediating role of language in
the process of knowledge construction during the social interaction of children1 with more
capable peers, adults and educators. This theoretical account confirms recent longitudinal
findings that significant relationships exist between quality early childcare learning
environments and academic performance in the primary school. Moreover, evidence
abounds of direct links between quality language input in early childhood education and
emergent literacy skills development and the stability of literacy, social and behavioural
skills throughout childhood and adolescence. Against a backdrop of recent literacy statistics
obtained from the Annual National Assessments (2011) of South Africa, which indicate a
downward trend in literacy achievement for the majority of children, it is critical to gain an
understanding of teacher practices and the quality of early childhood language input
currently being offered in early childhood education. Despite numerous efforts to increase
the literacy level of primary school children, it does seem that early literacy is still lacking
in the majority of children who enter the formal school environment. For instance, in the
Free State province only a third of Grade 3 children achieved the basic literacy outcomes in
2011. A collaborative effort is thus in the process of being undertaken to assess the quality
of early childhood language stimulation programmes being offered at randomly selected
Grade R-classes in the Province. The study involves a research team comprising six
members, 107 educators and 3657 Grade R children. This longitudinal, community-based
research project is in three phases: Phase One (2009–2010) the pilot project was launched;
Phase Two (2011) has been replicated but with a more representative sample of classes and
early childhood centres, including in-depth and focus-group interviews with a
representative sample of Grade R educators; and Phase Three (2012–2014), in which
identified needs of Grade R educators will be addressed through workshops and in-service
training opportunities.
Embedded in the broader theoretical framework of ecological systems theory, the first
phase also considered the impact of various teacher and classroom variables on the
language outcomes of pre-school children. These included school demarcation, socio-economic status, school fees, educator-child ratio, language of teaching and learning
(LOLT), and educators’ training and experience. Data was gathered through multiple
methods of the administration of the Early Childhood Environment Rating Scale (ECERSR),
classroom observations, recording field notes and informal discussions with the Grade
R educators. Important findings are that the quality of language input varied significantly
across different educational settings in rural and urban areas of the province, though Grade
R classes in urban areas are much better equipped and teaching practices to support
language development more advanced. Major concerns that impact negatively on the
language-related experience of pre-school children were socio-economic and financial
constraints; the majority of children not having access to books and other support material;
over-crowded classes and how these affect quality teaching and learning; both teachers and
children being disadvantaged because of LOLT policies in some of the schools; and
authoritarian teaching styles. The results not only confirm those of previous South African
studies, that the quality of language stimulation programmes need urgent attention, but also
provide the basis for a radical re-think by policymakers and stakeholders in education on
the entire provision of pre-schooling.
Description
The original publication is available at http://joe.ukzn.ac.za/Homepage.aspx
Keywords
Language, Knowledge construction, Early childhood, Education, Literacy, Free State, South Africa
Citation
Van Staaden, A., & Griessel, D. (2011). Turning the tide on illiteracy: a search for early childhood language stimulation among Free State pre-schoolers. Journal of Education, 52, 59-90.