An exploration of early childhood development teachers' challenges: a case study of the Siyakhulisa project in the Vaal Triangle

Abstract

This article presents a descriptive study of an Early Childhood Development (ECD) intervention project, grounded in a community based research approach that resulted in more conducive ECD teaching and learning environments in township ECD centres in the Gauteng Province (Vaal Triangle) of South Africa. During the implementation phase of the project, grade R (the year before formal schooling) ECD teachers from townships in the Vaal Triangle participated actively. Data was gathered through administering open-ended questionnaires and by conducting semi-structured interviews. Although the outcomes of this intervention varied, reflection from researchers and the teachers indicated that the project has started to address shortfalls in the teaching and learning environments of grade R ECD teachers, resulting in more conducive teaching and learning environments for learners in township ECD centres. The discussion probes an ECD intervention project that focused on innovative practices that impacted positively on the quality of the teaching and learning environments in township ECD centres in the Vaal Triangle. It also reports on improvements in the innovation skills and knowledge of the grade R ECD teachers.