Teacher training as prerequisite for quality early childhood development programmes in South Africa

• Main Author: Govindasamy, Sharon
• Other Authors: Dicker, Anne-Mari
• Format: Others
• Language: en
• Published: 2011
• Subjects: Early childhood; Teacher education; School readiness; Child development; Young learner; Curriculum; Outcomes-based education; 372.210968; Early childhood education > South Africa > Evaluation; Early childhood educators > Training of > South Africa; Early childhood education > Study and teaching > South Africa
• Online Access: http://hdl.handle.net/10500/4228

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. === Teacher Education === M.Ed. (Didactics)