Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1354-1498

Language: English

ISSN: 1354-1498

Abstract/Notes: South African studies based on school readiness found that most children who commence formal schooling (from Grade 1) lack the basic skills needed to adapt within the learning environment – these include having challenges to follow instructions, work autonomously or focus on a task. The national guideline for teaching children between birth to 9 years does not specify how early childhood education programmes can facilitate or strengthen executive function (EF) skills through structured play. Structured play, can be understood as play activities that require guidance and instructions for completion. During the activities, the participants have to follow instructions in order to attain the outcome. Hence, there is a need to explore how EF skills can be developed through structured play. From our understanding, EF is an individual’s cognitive ability to regulate thoughts and actions needed to complete a task. Executive function skills assist learners to adjust and work effectively later (Grade 1) in a formal learning environment to perform academically. The study was conducted at preschool sites that follow different educational approaches. They are Montessori, National Curriculum Framework (NCF), Reggio Emilia and Independent Schools Association of Southern Africa (ISASA) preschools. The preschools are situated in affluent suburbs of Pretoria, Gauteng. In this article, learners refer to children aged 4 years in the Grade RRR class. A qualitative multiple case study design was utilised. We interacted with two teachers from four schools who followed different educational approaches. The data collection techniques included individual semi-structured interviews, lesson observation and document analysis, whilst photographs and field notes were taken when the teacher-participants interacted with learners during a planned learning experience. The generated data sets were inductively analysed and interpreted using the theoretical frameworks of sociocultural theory and metacognition. The interpreted data sets revealed that the preschool teacher-participants can facilitate EF using games, songs, movement exercises or racing competitions. The participants explained that indoor, outdoor and learning experiences facilitated EF skills such as self-regulation, working memory and cognitive flexibility during structured play. There is a need for preschool teachers to identify EF in the curriculum and know how to link and intentionally include the skills in daily learning experiences. This will ensure learners acquire EF and apply it in formal learning environments. The contribution to the body of scholarship is the development of guidelines for teachers to intentionally and explicitly develop EF skills using structured play. We confer that teachers play a role in enabling fun, engaging and hands-on activities that promote the acquisition of EF in the early years.

Language: English

DOI: 10.4102/sajce.v12i1.1141

ISSN: 2223-7682

Abstract/Notes: This research is a case study of African American parent involvement at a urban Montessori school in Minnesota. African American parents at this school have had limited involvement in conferences, PTSO meetings, school activities, and on the Site-Based Leadership Team. An examination of the literature was made to investigate the influences on African American parents when they make decisions about their parental involvement. This research covered the historical background, theoretical background, implications, racial barriers, and strategies that increased African American parent involvement. An ethnography was designed to gather data from 9 mothers of African American students. These parents provided information about their backgrounds and their experiences with the school. Staff at the school (6) were interviewed as to their experiences with African American parent involvement. The results of the study offer findings on attitudes, perceptions, needs and ideas for improving African American parent involvement at any school.

Language: English

Published: St. Paul, Minnesota, 2000

Language: Italian

ISSN: 0042-7241

Abstract/Notes: The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.

Language: English

Published: Stellenbosch, South Africa, 2023

Abstract/Notes: The Montessori philosophy and environment offers opportunities for free movement within the classroom. Physical development includes the acquisition of fundamental movement skills (FMS) which children acquire through different opportunities for movement. Previous research has shown that Montessorian pre-schoolers were more physically active during the school day compared to those attending traditional pre-schools. This led to questioning whether this noted increase in physical activity had any effect on the learning of FMS. The purpose of this study was to examine the proficiency of FMS of children aged 3–6 years in three private Montessori pre-schools. This purposive sample consisted of 105 Montessori 3–6 year olds in the Western Cape, South Africa. FMS were evaluated using the Test of Gross Motor Development Second Edition (TGMD-2). About 51.6% of the 3 year olds mastered run but scored in the poor category for five out of the six object control skills. The majority of 4 year olds (75.7%) reached mastery only in run. Most of the 5 year olds achieved mastery in run (69%) and slide (65.5%), and only 51.7% in kick. About 87.5% of the 6 year olds achieved mastery in run and slide, only half of them in leap, hop, kick and catch. No area of FMS were mastered by all the participants, but overall, the performance ranged from ‘average’ to ‘above average’. This shows potential for improvement in FMS proficiency. Therefore, children, even in a Montessori environment, require specific instruction to achieve proficiency of all FMS.

Language: English

DOI: 10.1177/1476718X241241141

ISSN: 1476-718X

Language: English

ISSN: 1071-6246