Exploring learning support amongst parents and teachers of Grade 1 learners in a low-income school

Abstract

Learning support plays an integral role in the learning process and cognitive development of children. In the South African milieu, there remains a lack of adequate evidence on how learning support is conceptualised and enacted in low-income contexts amongst parents and teachers, who are the main role players in learning, given the challenges that they face. The objective of the current study was to examine how parents and teachers of Grade 1 learners conceptualise learning support. This study also focused on the different forms of learning support provided by parents and teachers, noting how these forms of learning support might contribute to learners’ cognitive development. A descriptive case study design was followed as the purpose of the study was to explore how parents and teachers subjectively perceive and provide learning support. Data were collected using semi-structured interviews from 12 participants, including two Grade 1 teachers, and 10 parents. Additionally, semi-structured observations were carried out with two Grade 1 classes. The data were then thematically analysed. The findings of this study indicate that the participants held similar interpretations of learning support, describing it as a way of providing aid to the learner. The main research question of this study concerned how parents and teachers conceptualise and provide learning support. The results revealed that while the parents described learning support as being physically present and available when needed, in comparison, the teachers defined learning support as the provision of stimulating educational experiences aimed at promoting greater learning. It was further revealed that many of the parents utilised learning support techniques that were familiar to them, namely, assisting with homework, singing and reciting poems, and engaging in fun play activities. Parents that lacked time, knowledge, and experience in how to assist their children acquired additional support from their older children. The Grade 1 teachers outlined the various ways in which they had to adapt certain lessons to accommodate the needs of their learners. These teachers adopted aural and visual support techniques, encouraging learners to verbally repeat what they had learnt. Furthermore, manipulatives such as beads and blocks were introduced to aid leaners in applying certain mathematical concepts. To promote listening skills, a radio was used on a regular basis, and learners were encouraged to listen to the stories presented. In the classroom, further support came from peers, which encouraged positive reciprocal interactions amongst learners. Teaching assistants also provided additional support as teachers were given the opportunity to work one-on-one with learners who required further learning support. The findings from the participant observations revealed that learners were excited to partake in lessons, and engaged constructively with the teacher and their peers, with many of the learners completing the task set by the teacher. The conclusions of this study reveal that parents and teachers hold strong beliefs that the learning support provided at home and in the classroom have the potential to contribute to learners’ cognitive abilities, and have benefited these learners academically. It was recommended that the benefits of peer, sibling, and teacher assistant support be recognised and promoted within the schooling environment. Furthermore, rural communities can be educated by their leaders on alternative creative approaches to support learners that are not reliant on abundant resources. A positive, real approach to learning support would be to encourage those individuals closest to the learner, namely, parents, siblings, peers and teachers, to assist in whatever way is suitable and familiar to them. This may include telling stories, playing, or merely engaging in conversation. Changes in government policy would involve amendments to South Africa’s White Paper 6 policy, outlining the need for, and benefits of additional teacher assistants in low-income schools. This is necessary as the policy clearly states that all youth and adults have the capability to learn if provided the required support. The South African government could invest more capital in rural, low-income schools through the provision of better infrastructure and additional resources, such as libraries and playgrounds. Keywords: Learning support, parents, teachers, cognitive development, low-income schools, South Africa.