An exploration of foundation phase teachers' experiences in using play as a teaching strategy in Grade R.

Abstract

Play has a long controversial history in early childhood education. The controversy of play could be seen from multiple perspectives, which in n less contradicts one another. Amongst the existence of such controversies in South African schools today, the study aimed to explore Grade R teachers’ experiences in using play as a teaching strategy. Further examination was done on how play as a teaching strategy is being used to develop Grade R learners holistic understanding of concepts. These positions underpin the researcher’s exploration in the study. Vygotsky theory of the zone of proximal development was used as a theoretical stance, where play as a teaching strategy was being integrated from the views of learning from a Vygotsky theory. The study followed a qualitative research approach for a rich exploration of these experiences. A case study design was used hence situating the exploration within a limited context. The studied school is located in Kwa-Mashu Township in Durban. A combination of several methods was used to generate qualitative data for the study. These methods were semi-structured interviews, followed by observation and document review. Being a case study, the sample of participants was two Grade R teachers whose schools were fundamentally engaged with teaching Grade R. The findings of the study concluded that although teachers plan and teach in Grade R using play as a mode of learning, several problems still exist, affecting their effective use of play as a teaching strategy. Challenges found include lack of parental involvement in the learners’ learning and development, insufficient level of support from the Department of Basic Education in the form of workshops and Learner Teacher Support Material (LTSM) for example the outdoor play area dedicated to Grade R learners and insufficient space to use play as a teaching strategy. The Department of Education needs to persuade universities to train ECE teachers continuously in play-based learning and provide them with opportunities to further their knowledge of teaching through play. Furthermore, Grade R teachers should increase their curriculum knowledge on innovative ways to use when teaching through play. The study concluded that in-service teachers should have continuous training on how to use play effectively for a better holistic understanding of how play is being used as a teaching strategy of its own.