Evaluating the Foundation Phase : final report [PDF]
, 2015 The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being ...
Blackaby, David +8 more
core +1 more source
Recognising developmental coordination disorder in Foundation Phase classrooms
South African Journal of Childhood Education, 2020 Background: Developmental coordination disorder (DCD) is a neurodevelopmental motor disorder affecting 5% to 6% of children globally. The motor skills deficit associated with DCD is characterised by its impact on academic productivity, activities of ...
Nicola L. Winson, Jean V. Fourie
doaj +4 more sources
Evaluating the Foundation Phase: Key findings on practitioner and stakeholder views on the future of the Foundation Phase [PDF]
, 2015 The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being ...
Rhys, Mirain +2 more
core +1 more source
Improving Learners’ Academic Performance through Parent-teacher Collaboration in the Foundation Phase [PDF]
E-Journal of Humanities, Arts and Social Sciences, 2023 The study investigated strategies that can be used to improve the collaboration between parents and teachers to improve the learners’ academic performance.
Makwalete Malatji +3 more
doaj +1 more source
Evaluating the Foundation Phase: the outcomes of Foundation Phase pupils (Report 1) [PDF]
, 2013 Blackaby, David +5 more
core +1 more source
Eleven Grade 1 teachers’ understandings of mathematical language in a South African context
Reading & Writing, 2023 Background: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to
Tanja Coetzer +2 more
doaj +1 more source
Using visual representations to enhance isiXhosa home language learners’ mathematical understanding
South African Journal of Childhood Education, 2023 Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching ...
Tanja Coetzer +2 more
doaj +1 more source
Corrigendum: Through the eyes of parents: Culture of young children in diverse early learning spaces
The Journal for Transdisciplinary Research in Southern Africa, 2021 No abstract available.
Aletta J. van As +3 more
doaj +1 more source
South African teachers work with division actions in Grade 3
South African Journal of Childhood Education, 2023 Background: Internationally, the teaching of division has noted that the use of sharing situations with sharing actions (one-by-one distribution) is the predominant division model at the beginning of schooling.
Corin D. Mathews
doaj +1 more source
South African Journal of Childhood Education, 2020 Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main
Gina Steyn, Stanley A. Adendorff
doaj +1 more source