Funds of knowledge and practice of early-childhood teachers in a disadvantaged context

This study explored the under-researched field of Early Childhood Development teachers’ Funds of Knowledge and their daily practice in a disadvantaged context in urban Free State, South Africa. A paradigmatic mix of interpretivist (social constructivism) and critical theory enabled a deeper understanding of teachers’ Funds of Knowledge as contextually relevant practices in early-childhood centres for three-to-four year old children. A qualitative multi-case study approach with eight teachers in four early-childhood centres was used. Data was produced through semi-structured interviews and classroom observations. The findings of the study show that the teachers were resourceful agents. They drew on a complex mix of capitals to make sense of their work and to shape appropriate practice for children in a disadvantaged context. The analysis of practice revealed that teachers’ Funds of Knowledge was directed towards two key aims: namely, development of the Christian faith and school readiness. This led to prescriptions, high teacher control and low child engagement. The children, however, were not passive recipients of teachers’ priorities. The findings show that the children were using their own Funds of Knowledge, mobilised through influential strategies, to assert their agency. This study amplifies the call for engagement with complexity of practice and the use of asset-based framings of teachers and children in professional development activities.