Deficiencies within the education system with regard to perceptual motor learning

Abstract

Increased concern about the low levels of literacy and numeracy among Grade 3 learners in South Africa is resulting in more emphasis being placed on the preparatory Grade R year. The level of learning readiness of pupils when entering formal teaching in Grade 1 is determined by perceptual motor stimulation that pupils received during the preschool phase. ‘Learning readiness’ can be influenced by the knowledge ofteachers, teacher/child ratio, the availability of teaching aids, as well as the amount of space and time allocated to movement activities. The aim of the study recounted in this article was to determine the physical deficiencies that could negatively affectchildren’s perceptual motor development and school readiness. Focus was placed on factors that influence perceptual motor development such as the training of teachers, availability of equipment and resources at schools with Grade R classes. Demographic information was collected with regards to; the qualification of teachers, the number of pupils, and intervention programmes that are offered at schools by outside institutions.A Likert scale questionnaire, with a combination of yes/no and open questions, was used and followed up by a personal interview. According to availability, 31 schools and 51 teachers were selected to participate in the research. Teachers of schools in developed areas and disadvantaged areas were involved in the study. The results of the study show that teachers are not sufficiently trained for the early child developmentalneeds within the education environment and that many schools are under-supplied in terms of resources and equipment. It is recommended that these teachers receive inservice training on learners’ perceptual motor development and that the Department of Education should provide schools with resources and equipment to prevent these deficiencies in the education system.