Abstract:
This exploratory case study reports on the views of six purposively selected
Foundation Phase teachers from an independent school in Gauteng on the role of
proprioceptive development in school readiness. The study was guided by Ayres’
sensory integration theory, which is based on the assumptions that the brain can
change and that this change leads to the sequential development of sensory
integration capacities; that there is an interactive relationship between brain
organisation and adaptive behaviour; that sensory information integrates effectively
when the cortical areas of the brain interact with the sub-cortical areas; and that
internal motivation drives participation in sensory-motor activities, thus fostering
sensory information integration.
Guided by an interpretivist paradigm, this qualitative case study found that the
participants have extensive knowledge of school readiness, and the skills children
need to demonstrate that they are ready for formal academic learning. In contrast with
this, they were less confident about their knowledge of proprioception and the role it
plays in school readiness. However, the participants were able to relate proprioceptive
development to specific physical, emotional and cognitive school readiness skills and challenges with concentration and they were able to identify movement activities that
may be conducive to proprioceptive development. The COVID-19 pandemic and
resulting social distancing and the wearing of masks limited the time children spent on
outside movement activities. To address this, the participants started implementing
short dances and movement activities inside the classroom. The participants
concluded that movement activities in the classroom are possible, but that space and
time availability were challenges. They expressed a need for further training on
proprioceptive development and how it plays a role in school readiness.
