Abstract:
This study forms part of a broader research project situated within the Centre for
Visual Impairment Studies (CVIS) at the University of Pretoria. It focuses on colour
vision deficiency (CVD) with the aim of facilitating educational and social change as a possible outcome. The purpose of this study of limited scope was to explore and describe Foundation Phase teachers’ utilisation of colour to support teaching and learning in the Foundation Phase classrooms of the selected primary school in Pretoria, (Gauteng province).
I followed a qualitative research approach, relied on interpretivism, and implemented a descriptive case study research design, while applying Participatory Reflection and Action (PRA) principles. I made use of a multi-method approach to data generation and documentation, where I included a PRA-based workshop, a member-checking session, visual data, field notes, reflective journaling, document analysis, and verbatim transcriptions of audio-recordings.
Following inductive thematic analysis, three main themes and related sub-themes were identified. The first theme relates to the utilisation of colour-based resources to support the teaching and learning of Literacy, Mathematics and Life Skills in Foundation Phase classrooms. Utilising colour to support teachers’ classroom management skills was identified as a second theme, reflecting classroom organisational skills, the monitoring and evaluation of teaching practices, as well as establishing a positive learning environment. The third theme captured the value of the utilisation of colour within the Foundation Phase classroom to improve learners’ academic skills. It also highlighted the use of colour-based resources to focus learners’ attention, enhance learners’ cognitive skills and to develop learners’ listening and comprehension skills.
The findings of my study of limited scope furthermore highlighted the different
colour-based resources that were implemented to support teaching and learning, as well as the challenges and benefits associated with teachers’ utilisation of colour-based resources in Foundation Phase classrooms. These findings may be
considered and placed in perspective when teachers engage with learners and the CAPS curriculum to ensure supportive teaching and learning practices. Identified challenges may be addressed as opportunities where teachers can apply critical and creative thinking skills and build collaborative teacher relationships to overcome these challenges related to the utilisation of colour-based resources in Foundation Phase classrooms.
