- Title
- Emergent literacy skills in isiXhosa in selected Early Childhood Development Centres in the Mthatha District
- Creator
- Mpondwana, Gloria Nonzukiso
- Subject
- Literacy
- Subject
- Child development
- Subject
- Language arts (Early childhood)
- Date
- 2022-06
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/27864
- Identifier
- vital:70233
- Description
- The study sought to establish how ECD practitioners understood emergent literacy skills in young children, examine how practitioners engage young learners in promoting emergent literacy skills in isiXhosa, document and analyse materials practitioners use to promote emergent literacy skills in young learners, and examine challenges practitioners come across in promoting emergent literacy skills. The study used the interpretivist research paradigm, which seeks a holistic understanding of an issue under investigation. A qualitative research approach was followed, and a case study design was utilised. Six purposefully selected ECD centres in the Mthatha urban district of the Eastern Cape province were studied. Six ECD practitioners, one from each of the selected centres, participated in the study. An in-depth individual interview was carried out with each of the ECD practitioners. Follow-up interviews were made to clarify issues that emanated from the initial interviews. The study found that the practitioners had different ways of how they understood the concept of emergent literacy. The practitioners emphasised the development of four language skills namely reading, writing, speaking, and listening in their understanding of emergent literacy. The study further found that the practitioners also included in their understanding of emergent literacy skills, the importance of dealing with sounds in the isiXhosa language. The study revealed several ways in which the practitioners engaged young learners in promoting emergent literacy skills in IsiXhosa. The storytelling approach was utilised by the practitioners as they used IsiXhosa stories and folktales in class. Picture books and posters were used by the practitioners to assist in developing emergent literacy skills. It was also found that the practitioners engaged the young children using songs and games in developing emergent literacy skills. Drama and role-play were also used to engage the children in promoting emergent literacy skills. The practitioners also made use of different materials to engage the children in the promotion of early literacy skills. They used storybooks, colouring and painting, as well as cartoons. There were many challenges that the practitioners encountered in the promotion of emergent literacy skills in young children, and these ranged from the use of ineffective teaching and learning approaches to the lack of professional development support for the practitioners. The study concludes that the understanding of emergent literacy as a concept varied from ECD practitioner to practitioner. While other practitioners appeared to have a broad and clear understanding of the concept others had a limited one. The promotion of emergent literacy skills varied but there were attempts to utilise different approaches and materials. There were also numerous challenges associated with the promotion of emergent literacy skills in isiXhosa. The study recommends the inclusion of emergent skills development in ECD practitioners' training and professional development programmes. Support programmes should be put in place to assist the ECD practitioners. More appropriate materials should be developed in the isiXhosa language for use in promoting emergent literacy skills.
- Description
- Thesis (MEd) -- Faculty of Education, 2022
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (143 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | G.N . Mpondwana 201816766.pdf | 48 MB | Adobe Acrobat PDF | View Details |