Invloed van ʼn intervensieprogram op Graad R-opvoeders se ervaring ten opsigte van professionele ontwikkeling in spelgebaseerde geletterdheid

Abstract

This study investigates Grade R educators’ experience of their professional development, following an intervention programme. An intervention programme was compiled based on baseline data. The baseline data indicated that the participants’ prior knowledge of play-based literacy was very limited. In the baseline data, the participants indicated that they experienced fears and concerns about the use of a play-based approach for Grade R learners. The participants were uncertain about how or whether to plan for play-based literacy, as well as how to identify their learners’ challenges through a play-based approach. Participatory action research was chosen as a meta-theoretical paradigm for the study. One of the characteristics of participatory action research is that it is conducted in cycles. Empirical data were collected over a period of eight weeks through the five cycles of participatory action research. The data were generated by means of qualitative data collection methods. These methods included research reflection journals of the participants and the researcher, collaborative discussions, semi-structured focus group interviews, observation, open-ended questions and open-ended interviews. Based on the baseline data collected, and as the study focused on the professional development of educators, two models were chosen as theoretical frameworks. The first models used, were CRASP I and CRASP II, focusing on the professional development of educators through participatory action research. Through participatory action research, educators can do critical self-evaluation about their own knowledge. A critical attitude causes a search for answers and leads to responsibility and a need for professional development. The purpose of the CRASP models is to change educators’ attitudes, skills and practices through professional development so that there can be an improvement in learners’ learning outcomes. The second model used during the study is the concerns-based model of teacher development. Education changes regularly, and as educators develop fears and worries about their own teaching methods, the concerns-based model of teacher development aims to help educators overcome their fears and concerns about teaching. CRASP I and CRASP II, as well as the concerns-based model of teacher development, have been combined to contribute to the professional development of Grade R educators through play-based literacy. The findings of the study indicate that the participants experienced the intervention programme as very positive. The findings further indicate that through the intervention programme, all the participants have gained insight into the learners’ deficits, as well as insight into their own teaching methods. Nine out of ten of the participants in the study indicated that their self-confidence in the utilisation of play-based education had improved to such an extent that following the intervention programme, they understood the value of a spell-based approach and that they could effectively plan for a play-based approach. The participants further pointed out that they had improved their knowledge to such an extent that they could better identify and support learners with challenges. The study, the findings and the recommendations may contribute to the professional development of educators in terms of the teaching of play-based literacy.