The study explores the role of play in Grade R classrooms in the Cape Peninsula. The focus is on perceptions of teachers from differing backgrounds regarding how play is supported and utilised in the classroom. Theories of childhood play as propounded by Jean Piaget and Lev Vygotsky provide the theoretical background to our understanding of child play. Data were collected from 104 teachers in 41 primary schools and early childhood development (ECD) centres in both well-resourced and under-resourced environments, using semi-structured interviews and guided observations of practice. It was found that, although play is a difficult concept to define, it is easy to recognise. Teachers at some schools seem to have less knowledge of the pedagogy of play. Insights into early childhood teachers’ views on the role of play in the curriculum have the potential to inform the planning for teacher training and national policy development for early years’ learning. For these reasons, it is necessary to define and understand structured and formal play in the diverse contexts of South Africa, specifically by following, through the years, the teachers who utilise play as pedagogical tool.

Teaching and learning, an evolving endeavour, is associated with many factors, with advancements in technology, playing an ever-growing role in the classroom. It is therefore important to include the use of interactive communication technologies (ICTs) in university curricula of teacher education programmes. Universities ought to be creative in advancing autonomous learning among their students by providing opportunities for integrated and rich learning experiences. Accordingly, the purpose of this study was to intentionally integrate ICTs in the planning and delivery of foundation phase reading lessons. This was achieved by providing authentic learning opportunities to final year foundation phase student teachers through the provision of training in the creation of digital stories (DS), collaborating within communities of practice (COP) (peers and other relevant parties), and then using their creations in ‘real-world’ classroom contexts. The aims of this study were to explore student teachers’ perceptions and experiences of developing DS in groups with minimal formal initial input and their use of DS during foundation phase (FP) reading lessons in real-class settings during teaching practice. Data were collected via focus group interviews and participants’ reflection essays. The study’s findings indicate that the creation of their own DS provided rich, rewarding multidimensional learning experiences to student teachers. Participants reported that they found the ‘assignment’ to be of real value, since it was directly linked to classroom practice, and despite the cognitive demands of the assignment; the nature of the task nurtured, an agentic disposition towards their own learning. Participants further reported that the DS provided enthusiasm among young learners during the delivery of lessons and were of pedagogical value, despite experiencing some challenges in using DS during reading lessons. Participants were of the view that the use of DS in advancing reading and literacy holds much pedagogical promise, because it resonates with the this generation of digital natives, the present generation of learners who have been born into a world where they interact with digital technology from an early age.

<p>Research has revealed that the academic performances of learners in South Africa are below the required level. The Western Cape Education Department (WCED) launched the literacy and numeracy strategy 2006–2016 in response to the low literacy and numeracy levels. In addition, the WCED introduced the Grade 1 baseline assessment in 2006, as part of the literacy and numeracy strategy. The purpose of this study was to observe the implementation of the Grade 1 literacy baseline assessment programme of the WCED. This study aimed to determine what literacy barriers, if any, the learners were experiencing and to recommend literacy support strategies, in order to inform teaching practices. Purposive sampling was used for the selection of a Grade 1 class, with English as the language of learning and teaching Thirty-seven Grade 1 learners participated in the study. A mixed-methods research design was used to collect both quantitative and qualitative data. The data collection strategies employed<br />included documentary analysis, by examining participants’ school admission forms to provide biographical information as well as their written baseline assessment scripts. The baseline assessment process was also observed as it was being conducted. The findings suggest that some of the learners experienced literacy barriers in terms of receptive and expressive language, perceptual skills and fine motor development. The data were summarised, and the information was used to describe the literacy barriers in terms of the biographical variables and to recommend learning support strategies for literacy development.</p>