Original Research
Motor development: A precursor to support Grade R literacy learning – Lessons from BuddingQ
Submitted: 05 October 2023 | Published: 31 July 2024
About the author(s)
Anna L.P. Talbot, Department of Community Engagement, Faculty of Education, Rhodes University, Makhanda, South Africa; and Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Stellenbosch, South AfricaZelda Barends, Department of Curriculum Studies, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa
Abstract
Background: In South Africa, low literacy rates among children, particularly in early grades, present a critical challenge to the nation’s educational development. This study addresses the pressing issue of inadequate early childhood literacy education, aiming to bridge the gap between research and practice by advocating for effective interventions in the South African context.
Objectives: The study seeks to understand the systemic challenges that hinder early literacy development in South Africa and to explore evidence-informed methods for improving literacy outcomes. By focusing on key elements of effective interventions, such as early initiation, evidence-based programme design, resource allocation, and monitoring and evaluation frameworks, this research aims to provide practical insights into reshaping literacy education in the country.
Method: We conducted a qualitative case study of the BuddingQ intervention in Makhanda, South Africa, using interviews, observations, and content analysis.
Results: The study revealed that prioritising early intervention, investing in evidence-informed programmes, proper resource allocation, and implementing robust monitoring and evaluation mechanisms are critical components of successful early literacy interventions. BuddingQ, by emphasising foundational skills development through play and movement, demonstrated a positive impact on children’s emergent literacy capabilities.
Conclusion: South Africa needs transformative leadership and policy reforms for early childhood literacy. Evidence-based methods can promote educational equity, social justice, and improved literacy outcomes.
Contribution: This study provides insights into effective early literacy interventions in South Africa, offering practical recommendations for policymakers, educators, and researchers to reshape literacy education and foster progress.
Keywords
Sustainable Development Goal
Metrics
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Crossref Citations
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Nadia Natalia Simamora, Khaled Ahmed Alrefay, Arwa Ahmed Qasem, Arnold Lorenzo, Merve Kara Kara
Journal of Educational Technology and Learning Creativity vol: 2 issue: 2 first page: 223 year: 2024
doi: 10.37251/jetlc.v2i2.1412