Grade R Teachers’ Experience in Preparing Grade R Readiness: How Grade R Readiness Impacts Grade One Teaching

Abstract

The development of Grade R readiness in South Africa's Foundation Phase presents ongoing challenges that significantly impact Grade One teaching. This study sought to investigate how Grade R readiness influences Grade One instruction, focusing on the methods, skills, and strategies employed by Grade R teachers and their subsequent effects. To conduct this investigation, the study adopted a qualitative research design with a cross-sectional case study format, utilising Bronfenbrenner's ecological systems theory. This theoretical framework provided a comprehensive approach to exploring the multi-level developmental processes related to Grade R readiness. Specifically, it examined how learners interact within various systems, their understanding and physical engagement with their environment, and how these factors influence the educational context. Data were collected through semi-structured interviews, observation, and document analysis. The findings indicated that, while both schools developed readiness, their understanding of how readiness is developed, and the approaches used in Grade R classes differed. Additionally, the study highlighted those policies from the Department of Basic Education often created setbacks in practice and implementation within schools. These policies tended to lack clarity or support for effective application, thereby hindering the development of a cohesive and comprehensive approach to Grade R readiness.