Browsing by Author "Talbot, Anna Lindiwe Prest"
Now showing 1 - 1 of 1
Results Per Page
Sort Options
- ItemThe effectiveness of BuddingQ as a literacy and motor development intervention for Grade R children in Makhanda(Stellenbosch : Stellenbosch University, 2022-12) Talbot, Anna Lindiwe Prest; Barends, Zelda; Stellenbosch Universty. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: Makhanda (formerly Grahamstown) is a microcosm of South Africa, exhibiting inequality and low literacy rates similar to national statistics (Ashley-Cooper, van Niekerk & Atmore, 2019). The deficits of this context exhibit most starkly in the education sector where several esteemed private and Model C1 schools and Rhodes University exist alongside many dysfunctional, no-fee or state-subsidized schools which lack the human (Atmore, 2019) and material resources to provide good quality education (Lemon, 2004). This lack of good quality education manifests in the earliest years of a child’s literacy development; and, if not addressed limits a person’s capabilities to be a fully participating member of society. In response to this BuddingQ is put forward as a literacy intervention that contributes to emergent literacy development of Grade R children by ensuring they have the necessary motor skills that prepare their bodies and minds for formal literacy education. There is a clear and beneficial link between a child’s motor development and their resultant literacy development. However, there is a gap in the literature and in practice that clearly links early motor development to literacy development (Excell & Linington, 2011). A case study of BuddingQ, sought to determine the effectiveness of BuddingQ for Grade R children’s’ motor and literacy development in Makhanda. The case study evaluated BuddingQ through observations of Grade R children at one participating school and through interviews with all implementing stakeholders in the broader programme. While the extent to which BuddingQ directly contributes to children’s literacy development was not starkly evident; BuddingQ was proven to be an effective programme for young children’s motor development and overall learning. An unintended, outcome was that of BuddingQ’s role in conscientizing Mkahanda’s community to South Africa’s plight of poor literacy education while simultaneously offering supportive strategies and the necessary resources to overcome community literacy challenges. Likewise, this study has been a critical step in BuddingQ’s evolution and to advance literacy intervention practices and design more generally. Finally, evaluatory studies are critical to the sustainability of good quality interventions as they support motivations for resource allocation in an under-funded, resource-scarce sector. Recommendations from this research suggest that BuddingQ should home in on its unique teacher coaching model and intentionally align BuddingQ activities to the Science of Reading principles more directly.