Utilising a cultural–historical analysis to map the historicity of Social Studies, Natural Science and Technology education in the early years

Abstract

Background: South Africa needs citizens who are morally sound, adaptive to change, technologically innovative and literate in socio-scientific issues. The young child is apparently being prepared for active citizenry through basic "Social Science, Natural Sciences and Technology" education as encapsulated in the South African curriculum.Aim: We foreground a theoretical and analytical framework to map the cultural-historical trajectory of South Africa's Beginning Knowledge curriculum.Setting: Cultivating citizenship requires that these science subject domains be incorporated in a coherent, well-conceptualised and relevant early childhood curriculum as suggested by international literature. Educators need to be specialists in socio-scientific issues in both the content and pedagogy of these sciences in order to expound the curriculum.Methods: Our newly coined hybridised theoretical framework -the 'Hybrid CHAT' -together with an aligned analytical framework enabled us to illuminate the historical subject-didactical genetic development of Beginning Knowledge. An extensive sample of typographical textbooks, artefacts and cultural tools were analysed and interpreted.Results: Beginning Knowledge is afforded limited teaching time. The knowledge, skills and values associated with these science subjects serve to support and strengthen the acquisition of language and mathematics competencies. Currently, Beginning Knowledge does not sufficiently prepare child citizens for the global demands of the 21st century. Conclusion:Hybrid CHAT could invite further studies to place Beginning Knowledge on par with international curricula. This would also align the curriculum with the aspirations for an ideal South African citizenry as well as prepare child citizens to pursue Science and Technology for social development.

Early childhood student-teachers’ experiences of blended learning using Community of Inquiry as theoretical framework

“…Social studies are a school subject that encompasses knowledge systems, tools, and environments that shape and connect citizens to their past, present, and future (Du Preez & Van Niekerk, 2018). Considering the complex socio-political history of South Africa, the government has raised their efforts to promote citizenship and ensure that the socio-economic and political imbalances of the past are addressed in its national school system (Department of Education, 2011).…”

“…The onus rests on HEIs for offering ITE that equips student-teachers with adept knowledge, skills, and values to interpret the intended curriculum, appropriate early childhood pedagogies, and construct learning environments that truthfully represent social studies for democratic citizenship education (Du Preez & Van Niekerk, 2018). As insightfully described by well-known Nobel Peace Prize laureate, Kofi Annan, in his address to the World Conference of Ministers Responsible for Youth in Lisbon on 8 August 1998,…”

“…Rapid changes to technology, education, and societal patterns insist humankind's efforts for immediate interconnectedness across time and space (Rizvi & Lingard, 2000), for example global citizenship, fourth industrial revolution (4IR). Advancements in technology progressively transform societies and education to provide access to knowledge systems and tools across virtual, spatial, time, and social boundaries (Du Preez & Van Niekerk, 2018). Education facilitates cultivating child citizens by developing, utilising, disseminating, and integrating knowledge systems into their daily lives.…”

“…Education facilitates cultivating child citizens by developing, utilising, disseminating, and integrating knowledge systems into their daily lives. Thus, society depends on educational institutions to equip child and teacher citizens to function in an ever-changing world and keep pace with the generational transitions (e.g., Generations X, Y & Z) so children do not become estranged from teachers due to technological advancements (Deca, 2016;Du Preez & Van Niekerk, 2018).…”

Discovering child citizens'’ understandings and experiences of social justice

“…Considerable investigations have been conducted to herald the importance of intentionally inculcating social justice ideologies in the civics curriculum of the young child (Brodyk 2010;Preez and Niekerk 2018;Francis and Roux 2011;Goss 2009). Role players, from various areas of a child's life, advocate the responsibility to prepare children to flourish and cope with the demands that society raises in the ever-changing information era (Adey 2003;Preez and Niekerk 2018;Green 2014;Twigg et al 2015).…”