Role of early childhood development practitioners in developing children’s oral language in three selected centres in Buffalo City
- Authors: Nodlela, Lumka
- Subjects: Early childhood education , Language acquisition , Early childhood teachers
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/27887 , vital:70453
- Description: The child's language development is one of the most notable achievements of the preschool years. Children must develop their language skills effectively to access the curriculum. Practitioners of Early Childhood Development (ECD) have a substantial impact on children's spoken language development. As a result, three centers in the Buffalo City Education District are the subject of this dissertation's investigation into how ECD practitioners contribute to children's oral language development. The applicable theory used in the study was Vygotsky's Zone of Proximal Development (ZPD) theory. The existent phenomenon was examined using the interpretivist research paradigm and the qualitative research methodology. The study used a phenomenological research approach to examine the perspectives, functions, and experiences of individuals (ECD practitioners) in the growth of children's oral language. The study used purposive sampling. Participants were purposively selected as because of their proximity to the researcher’s workplace. The fifteen practitioners in the chosen ECD centers were interviewed in semi-structured interviews, and data were also gathered through observations. Following transcription, sorting, and categorization, the gathered data were thematically analysed using themes inferred from the study objectives. The study's conclusions showed that ECD specialists help children improve their oral language in a useful way. As a result, they require training in the creation and application of various strategies for fostering oral language in young children. Short courses will also assist practitioners in fostering the overall development of children. One of the key elements that interferes with effective teaching and learning at ECD centers, though, is a shortage of resources. , Thesis (MEd) -- Faculty of Education, 2023
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- Authors: Nodlela, Lumka
- Subjects: Early childhood education , Language acquisition , Early childhood teachers
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/27887 , vital:70453
- Description: The child's language development is one of the most notable achievements of the preschool years. Children must develop their language skills effectively to access the curriculum. Practitioners of Early Childhood Development (ECD) have a substantial impact on children's spoken language development. As a result, three centers in the Buffalo City Education District are the subject of this dissertation's investigation into how ECD practitioners contribute to children's oral language development. The applicable theory used in the study was Vygotsky's Zone of Proximal Development (ZPD) theory. The existent phenomenon was examined using the interpretivist research paradigm and the qualitative research methodology. The study used a phenomenological research approach to examine the perspectives, functions, and experiences of individuals (ECD practitioners) in the growth of children's oral language. The study used purposive sampling. Participants were purposively selected as because of their proximity to the researcher’s workplace. The fifteen practitioners in the chosen ECD centers were interviewed in semi-structured interviews, and data were also gathered through observations. Following transcription, sorting, and categorization, the gathered data were thematically analysed using themes inferred from the study objectives. The study's conclusions showed that ECD specialists help children improve their oral language in a useful way. As a result, they require training in the creation and application of various strategies for fostering oral language in young children. Short courses will also assist practitioners in fostering the overall development of children. One of the key elements that interferes with effective teaching and learning at ECD centers, though, is a shortage of resources. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text: