Views of childhood and knowledge of children

Elizabeth Henning

doi:10.4102/sajce.v4i2.200

Abstract

Views of childhood and knowledge of children

Highlights

In a country where there is a consistent loud outcry about school achievement of youth in the final school examination in Grade 12, attention has recently shifted to children in the primary school
The journal took an early stand when, at its launch in 2010, the editor noted that the notion of a national foundation phase curriculum assumes the existence of a ‘national’ Grade 1 learner
In the SAJCE we welcome different views on child learning and celebrate South Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and childhood constitute the subject knowledge that is foundational in the foundation phase curriculum” – as Murris and Verbeek do in this issue

Summary

Introduction

In a country where there is a consistent loud outcry about school achievement of youth in the final school examination in Grade 12, attention has recently shifted to children in the primary school. The journal took an early stand when, at its launch in 2010, the editor noted that the notion of a national foundation phase curriculum assumes the existence of a ‘national’ Grade 1 learner.

Results

Conclusion