English

N Shaik,Hb Ebrahim

doi:10.15700/saje.v35n2a1064

Abstract

This article addresses a theme that is slipping from the early childhood education agenda in South Africa, namely, child participation. It foregrounds different forms of agency as children participate in teacher-created learning spaces. This view is important to consider in the context of young children as active participants in learning, concerns about improving academic performance, working within the confines of a standardised curriculum, and high teacher control. A qualitative approach was undertaken with observations collected through video recordings as the main method of data collection. Fifteen children between the ages of five and six at three Grade R sites in urban Western Cape participated in the study. The findings suggest that the children function as agents in social processes, where teaching offers many possibilities for engagement with them. This often eludes teachers, who are pressurised to focus on indicators of learning in a prescriptive curriculum. The article concludes with a brief discussion on the development of the professional role of Grade R teachers.

Highlights

Since the advent of democracy in South Africa, early childhood development (ECD) has become an important area for reconstruction and development
Findings and Discussion In order to shed light on the forms of agency that invited active child participation, the first theme focuses on exploring the role of imagination in group play situations
The final theme discusses the way in which teacher power is implicated in child participation

Summary

Introduction

Since the advent of democracy in South Africa, early childhood development (ECD) has become an important area for reconstruction and development. One arena for debate in the continual reconstruction process is the recognition of participatory rights of children, as presented in Articles 12 and 13 in the UNCRC. Article 12 is the lynchpin of the Convention, as it recognises children’s personality and autonomy (Freeman, 1996). Children should be regarded as people, and not as objects of concern. Article 12 states that children have a right to express their views in matters affecting them. This is done in accordance with age and maturity. Lansdown (2004) states that Article 12 is a substantive right which entitles children to be actors in their own lives This is done in accordance with age and maturity. Lansdown (2004) states that Article 12 is a substantive right which entitles children to be actors in their own lives

Methods

Results

Conclusion