Department of Early Childhood Education

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Browsing Department of Early Childhood Education by Author "Sikhwari, M. G."

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    The effects of teaching Mathematics using Home Language in Foundation Phase
    (2025-05-16) Randima, Lusani; Sikhwari, M. G.
    Language plays a crucial role in cognitive development, particularly in mathematics learning during early childhood education. However, the linguistic diversity in South African classrooms presents challenges, as home languages often differ from the language of instruction. This study investigates the effects of using home language in teaching Mathematics in Foundation Phase classrooms across selected schools in the Sibasa Circuit in the Vhembe East District of Limpopo Province. Guided by Lev Vygotsky's Sociocultural Theory, which emphasizes the importance of social interaction and language in learning, the study adopted a qualitative research paradigm to explore participants' experiences and perceptions in depth. A case study research design was employed to provide a comprehensive understanding of the phenomenon within its real-life context. Data was collected through semi-structured interviews, classroom observations, and document analysis. The study's population comprised Foundation Phase Mathematics teachers, heads of departments (HODs), curriculum advisors, and parents in the Sibasa Circuit. Using a purposive sampling procedure, 32 participants were selected, including 10 Foundation Phase Mathematics teachers (Grades R-3), 15 parents, 5 Foundation Phase Departmental Heads, and 2 Curriculum Advisors. Manual thematic analysis was used to analyse the data, identifying key themes and patterns related to home language use in mathematics instruction. The study was delimited to selected schools within the Sibasa Circuit for in-depth exploration. Trustworthiness is ensured through credibility, transferability, dependability, and confirmability. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. The findings indicate that learners demonstrate improved comprehension and engagement when mathematics is taught in their home language. Nevertheless, teachers face challenges in translating complex mathematical concepts, which sometimes leads to inconsistencies in terminology. Based on these findings, the study recommended the integration of bilingual teaching strategies to support concept development and the implementation of professional development programs to enhance teachers' skills in teaching mathematics using the home language. This study highlights the importance of home language in enhancing mathematical understanding in the Foundation Phase while also addressing the need for structured support to overcome linguistic barriers in instruction.
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    The impact of single-parenting on the performance of Foundation Phase Grade R learners in the Vhembe District, Limpopo Province
    (2025-09-05) Nelufule, Mashudu; Sikhwari, M. G.
    Since many children are denied the chance to achieve academic greatness in their lives, single parenting is a societal issue that should be of worldwide concern. One important issue that requires consideration is the effect that single parenting has on Foundation Phase students' performance. This study looked into how single parents affected Foundation Phase Grade R students' performance in a few chosen schools in the province of Limpopo's Sibasa Circuit and Vhembe East District. Two theories served as the foundation for the study: the sociocultural theory and the family system theory. According to family theory, as the family is an interactive, systemic framework, any modification to one of its parts will alter the way the system functions as a whole. According to sociocultural theory, learners' performance can be positively impacted by and any negative effects can be mitigated by a supportive social and cultural context in single parenting. This study employed a qualitative case study research design. All of the single parents with kids enrolled in Foundation Phase Grade R classrooms at Sibasa Circuit, Vhembe East District's Foundation Phase, made up the population. Sampling with purpose was done. Nine single parents, six Foundation Phase Grade R instructors, and three Foundation Phase Grade R HODs made up the sample. Semi-structured interviews, observation, and document analysis were used to gather data. Thematic analysis was used to examine the data from the observations, interviews, and documents. The study's findings increased instructors' and single parents' awareness of the importance of parental involvement during the Foundation Phase Grade R. The Department of Basic Education should establish school-based support programs that offer academic and emotional support to children from single-parent households, according to the study's recommendation.