Exploring Grade R teaching and learning in rural schools

Abstract

The purpose of this qualitative study was to investigate some of the challenges facing Grade R teaching and learning in rural schools and how these challenges influence effective teaching and learning in classroom practice. The study also explored the strategies teachers use to improve Grade R teaching and learning. I used a qualitative case study to provide a detailed description of eight unique cases. Semi-structured interviews, structured observations and document analyses were used to collect data. The study was framed within Vygotsky’s theory of social constructivism which emanates from the concept of the Zone of Proximal Development. In this study, Vygotsky theory is used to examine mediation role of teachers in the development of effective teaching and learning through play. The theories of play were also explored since effective Grade R teaching and learning is based on a play-based-approach. Freire’s theory on pedagogy of the oppressed was also explored since the study focused in rural schools which are allocated in disadvantaged areas. The study sample comprised four Grade R teachers and four Heads of Department from four schools. The selection criteria were based on Grade R historical background and the culture of teaching and learning in schools. Some of challenges highlighted by teachers were determined by their background and experiences and school environmental context. Content analysis was used to analyse textual data and narratives through the process of interpreting the emergent themes on the challenges facing Grade R teaching and learning. The major challenges revealed by this study were lack of outdoor materials, unconducive classrooms for Grade R teaching and learning, lack of toilets, lack of security for Grade R learners and resource materials, underqualified Grade R teachers, Grade R admission policy implementation, lack of monitoring and support, gaps on subject content knowledge and lack of parental involvement. The research findings revealed that these challenges had a negative influence on Grade R effective teaching and learning.