English Literature in the Grade R Classroom: Exploring the Implementation of Children’s Literature Curricula in Selected Early Childhood Development Centres

Abstract

The reading challenges children face in the lower grades of primary school in South Africa are well publicised. Children’s literature is critical in early childhood education, supporting growth in multiple domains. The study aimed to explore the implementation of Grade R children’s literature curricula at selected early childhood development (ECD) centres in Johannesburg. Four Grade R teachers teaching at different ECD centres were chosen as the study’s participants. The four ECD centres selected were in demographically disparate areas of Johannesburg. Two followed the Curriculum Assessment Policy Statements (CAPS) curriculum, one followed the Independent Schools Association of Southern Africa (ISASA) curriculum, and one followed the Reggio-Montessori curriculum. The study is a generic qualitative inquiry, and data were generated using semi-structured interviews with Grade R teachers at the ECD centres, observations of lessons, and document analysis. Three themes emerged from the data analysis. Firstly, the Grade R children’s literature curricula’s content, design, and implementation aim to develop children holistically. Secondly, Grade R teachers use different methods to teach children’s literature. Finally, Grade R teachers pay close attention to their classroom contexts when planning and executing children’s literature lessons. The authors conclude that the architecture of the children’s literature curriculum at the selected centres is a complex function of various factors. These include the content of the curriculum, the methods used by the teachers in delivering it, and the teacher’s responses to the contexts in which they teach.