Participatory action research to foster play-based teaching strategies in Grade R

Abstract

The purpose of this study was to collaboratively work with Grade R teachers to gain insight into their experiences of the play-based approach in their classrooms and identify challenges they face when implementing the approach. The CAPS document (2011) clearly states that play should be the preferred teaching strategy in Grade R, but literature shows that play is being neglected and reduced in Grade R classrooms. The theoretical framework that guided this study is that of Vygotsky’s Zone of Proximal Development (1978). Throughout this study, the focus is on the benefits play has to offer for child development and the different types of play that need to be introduced to ensure that holistic development takes place. I chose to follow a qualitative research approach, because of the rich data it has to offer and how it gives the opportunity to work on a personal level with the participants. The paradigm most suited for this study was the critical transformative paradigm, because of its ability to change the way of thinking and to seek improvement and new ideas on the use of the play-based approach. The PAR research design was used to answer the research questions during two cycles: Primary question How can PAR be used to foster play-based teaching strategies in Grade R classrooms? Sub-questions Cycle one *What are teachers’ experiences of using a play-based approach in Grade R? Cycle two *How can teachers improve their use of a play-based approach in Grade R? *What guidelines can be derived from the findings to foster play-based learning in Grade R? It was challenging to identify participants to join this study, due to the COVID-19 regulations and all of its consequences that negatively impacted the process of my study. The first three independent schools that I identified in 2019 had to withdraw due to the financial and logistical burdens of COVID-19. The recruitment process had to start all over again and I obtained permission from the Department of Basic Education of Gauteng to recruit participants in public schools from February 2020. Six participants from two different primary schools in Pretoria were purposively selected. All meetings had to take place online due to the governmental lockdown regulations. The data-generating

techniques – which included recorded group discussions, visual methods, and field notes – allowed the research group to identify themes through thematic content analysis. The three main themes that were identified through thematic content analysis included: • Theme 1: Teachers experience the play-based approach as positive. • Theme 2: Teachers experience challenges when implementing the play-based approach. • Theme 3: Guidelines identified to foster the play-based approach. The quality criteria of Herr and Anderson (2014) were used to ensure validity and trustworthiness and focused on outcome validity, process validity, democratic validity, catalytic validity, and dialogic validity. The findings of the study showed that the play-based approach is experienced as a joyful teaching strategy by the children and teachers. The participants were aware of the benefits the play-based approach has to offer and support it as a holistic development strategy. Some challenges that the teachers experienced are a lack of knowledge and skills they and the parents have with the play-based approach, accompanied by the expectations the curriculum has with the available time and resources. It also became evident that formal work also plays a big role in Grade R classrooms even though the CAPS (2011) stated that play should be the main teaching strategy. The challenges identified in the data led us to develop guidelines in order to foster the play-based approach in Grade R. The guidelines included the collaboration with teachers and the DBE to expand their knowledge of the play-based approach, the implementation of different play resources and integrating different types of play in accordance with the CAPS (2011).