Motor development: A precursor to support Grade R literacy learning – Lessons from BuddingQ

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.