KNOWING THE GRADE R CHILD.

CONT.

1. The transitional to both grade R and formal schooling

and the needs of the learners in both contexts.
2. The holistic development of the Grade R child with
particular reference to perceptual motor
development.
3. The child from both a developmental and sociological
perspective.
 INTRODUCTION: WHO IS THE GRADE R CHILD?
A DEVELOPMENTAL AND SOCIOLOGICAL PERSPEC TIVES

One can think of learners in different ways.

Some view them through a lens of being and belonging
A being child is seen as capable and competent as s/he is
right now.
Learner’s competencies and capabilities are acknowledge,
their voice and agency are recognized, as is the
contribution they can make as young citizens in their own
right.
 CONT.

Teachers following this perspective should identify

learner’s strengths and use and them as base for
learning and teaching.
That does not mean, however, the possible
difficulties are ignored.
 CONT.

The idea of a belonging child is not new, as the

importance of emotional and social development has
always been highlighted in early childhood education
ECE, but the focus has shifted.
The notion of a belonging child focuses on the respecting
learners for who they are at this point so that they feel
comfortable and accepted in the current context.
 CONT.

This view, which reinforce a positive view of

identity, informs a contextually appropriate and
culturally responsive perspective in childhood.
 CONT.

The idea of a becoming child places much more on

developmental norms and what the learner still needs
to achieve.
As a result, the focus ahs often tended to be on what
the learner cannot yet do as opposed to what s/he can.
This focus on what the learner cannot do has given rise
to a lot of criticism about development theories,
developmental norms and developmentally appropriate
practice.
 CONT.

 However, developmentally theories and

developmentally appropriate practice (DAP)
cannot be ignored and should inform teacher’s
practice, but, as we hope already argued, they are
not enough on their own.
 The idea of a being and a belonging child must
also be taken into consideration when a decision
has been made about the child’s development.
 CONT.

As the child refines developmental skills and concepts,

the teacher in independence as s/he acquires self-help
skills, builds self-esteem and is recognized as powerful
players in his/her own right.
All young learners can be viewed through these lenses.
Grade R learners, as we have already mentioned, are
those who will enter formal schooling in Grade1 in the
following year.
 CONT.

Firstly, however, teachers need to consider their

entry into Grade R.
One can draw on the idea of a being and
belonging child to begin to understand the needs
of a young learner entering Grade R, and perhaps
any form of schooling.
 WELCOMING THE CHILD INTO GRADE R
It is natural for the Grade R child to be terrified and/or
excited on the first day if school.
While Grade R is an exciting time, it can also be quite
stressful for both the child and the parents/caregivers.
To remove the first day’s jitters/anxiety and uncertainty,
It is a good idea to have open day at the end of the
previous year to ease the transition from home/creche
to school.
 CONT.

On this day learners and their parents/ caregivers the

opportunity to see the school in action.
The parents/caregivers should have a chat with the
principal and their child’s future teacher and gain as
much information as possible so they can familiarise the
child with the context and begin to understand the school
culture.
The child and the parents/caregivers can both become
familiar with the location and the layout of the school.
 CONT.

Attending an open day will add to children’s

confidence when they arrive on their first official
day in Grade R, and ensure that they will see some
familiar faces such as their teacher.
It is good idea, if possible, to include in the open
day some ‘independent’ activities for the learners,
such as play dough that does not require
supervision from the teacher.
 CONT.

Another idea is to give each child, if it possible, a

‘take-home bag’ that includes a fun activity for the
child to do during the holiday.
Included in the take-home bag could also be an
invitation from the teacher inviting the child to
his/her class the following January.
FIRST DAY IN GRADE R: SUGGESTIONS FOR THE TEACHER

The first day in Grade R may be the first school experience

for many learners and their first experience of a structured
environment
Familiarize learners with the indoor and outdoor
environment to help them feel safe and comfortable.
Show the learners, for instance, the different areas of the
classroom;
Lockers for the bags and lunch boxes, the carpet for ring
time and the areas for fantasy play, creative art, etc.
 CONT.

Also take them on a tour of the school and show them

the bathroom, the office and the outdoor play area.
Explain what is considered to be appropriate
behaviour in the school context, for example taking
turns on swings.
After a few days at school when the learners have
settled, the teacher can include their voice in the
choice and implementation of classroom rules.
 IDEAS FOR THE TEACHER TO KEEP IN MIND
Coming to school for the first time is often a
traumatic experience for the child.
The teacher should ensure that first experience are
both pleasant and challenging.
THE FOLLOWING SHOULD FORM PART OF A TEACHER’S CHECKLIST:

The teacher should have an alphabet list of the names of

the children in his/her class
The register should not be completed before the end of
the first week, because changes can occur.
 The teacher should make sure s/he knows which name
the child uses and make copies and that name – one for
nametag to pin onto the child, one for the art wall, for the
birthday chart for the learners locker that form part of
incidental reading.
 CONT.

Allocate a specific symbol/picture to each child,

which will assist them to identify their own space
on the wall as well as their own locker.
Putting the child’s symbol next to the name will
also enable the child to identify his/her name.
The correct Grade 1 handwriting font should be
used at all times.
 CONT.
Get an information book where important information
such as observations can be recorded.
Ensure the classroom is clean, attractive and inviting.
Design a poster to welcome the newcomers.

1. A few bright and appropriate pictures may be put on

the walls – any old, faded pictures from previous years
should be taken down.
2. Plan activities and get ready for the first day
beforehand
 GUIDELINES FOR TEACHER’S PRACTICE
Grade R learners can easily become anxious, and
therefore the following are important:
1. Be kind but firm, fair and consistent when dealing
with learners.
2. Respect the learner’s individuality while
encouraging group cooperation.
3. Assist learners in refining essential social skills as
listening, sharing, compromising and turn taking.
 CONT.

Help them to build mutual trust and respect. One

way of doing this is for the teacher as a role model
to actively recognize and acknowledge the range
of backgrounds of the learners and family’s role in
the child’s education.
This must not be confused with labelling, which
often refers to attaching unkind labels such as ’fat’,
‘stupid’ or ‘dull’ to particular learners.
Be friendly towards the child, but also keep a little
personal ‘distance’ to try to remain objective about the
child and family.
Quickly establish the patterns and routine for the day at
school,yet remain flexible and sensitive to necessary
changes.
Negotiate classroom ‘rules’ with which everyone
agrees, while at the same time leaving these rules open
to renegotiation if necessary.
 CONT.

Reassure learners that parents/caregivers/older

siblings/taxi drivers will come and fetch at the
agreed time, for example after story time or
aftercare.
 MILESTONES FOR THE GRADE R CHILD
Teachers must both know and acknowledge
development milestones which align with the
‘becoming’ child, but they cannot optimize
learning for learners if they only take note of
‘becoming’ child.
While the stages of development are the same for
all learners, the ages at which learners reach these
stages cab differ.
 CONT.
The exact developmental timeline differs from learner to learner,
but there is general order an optimal time (window of
opportunity) in which milestones should be achieved.
Even though milestones have been identified for each
developmental domain or area, they must be viewed with caution.
Each child is unique, and contextual factors must be taken into
account.
The milestones for physical, social, emotional and cognitive are
briefly visited before exploring in depth perceptual motor
development.
 PHYSICAL DEVELOPMENT
It refers to physical changes in the body.
It involves changes in bone thickness, size, weight,
gross motor, vision, hearing and perceptual
development.
As each physical changes occurs, the learner gains new
abilities.
Grade R learners should be able to, for example,
increase running speed, walk on a thin line and tie their
shoelaces.
 CONT.

They start to ride a bicycle, often without training

wheels, catch a ball with two hands, and drop and
catch a bouncing ball.
They can balance on one foot for a short period of
time, possess sufficient strength to lift and support
their own body weight for a variety of activities
(hopping, jumping and hanging).
They can skip with both feet, and hop more smoothly.
 CONT.
They enjoy physical activity ;
Acquisition of these skills is, of course, dependent
upon the exposure that they have had to
particular – activities, for example bicycle riding.
 SOCIAL AND EMOTIONAL DEVELOPMENT
Being ready for school includes the social and
emotional maturity levels of a learner.
Social and emotional development is an aspect of
a learner, adolescent, and in fact lifelong
development.
It consists of how individuals develop the social
skills and emotional maturity for to build
relationships and relate to other people.
 CONT.
Research shows that social and emotional
development and behaviour are initially influenced
by the home environment and through parental
interaction, especially with the mother.
Where there are or have been home-based
difficulties, early intervention can ease the
situation and possible prevent further social
problems such as child neglect and abuse.
 COGNITIVE DEVELOPMENT
Early childhood is not only a period of amazing physical
growth, but it is also a time of remarkable mental
development.
Cognitive abilities associated with memory, reasoning,
problem-solving thinking continue to emerge throughout
childhood.
By the end of Grade R, children should be able to write their
own name and draw a detailed person.
They should be able to match most colours, understand
numbers and draw with precious detail.
 CONT.
They love to tell longer stories on the same topic,
and tell jokes and riddles, and begin to understand
death and ask many questions about it.
They copy an adult’s writing and colour pictures
carefully, and their attention span increases.
They build steps with three to four cubes, copy
geometry shapes, and know right from left and
their number of fingers.
 PERCEPTUAL MOTOR DEVELOPMENT AND THE
GRADE R CHILD

It is the ability of the learner to take in information

through the senses, interpret this information (in the
brain) and respond appropriately ( a motor response),
for example, the learner hears a joke, process the
information in the brain and responds by laughing.
In this example, the sense of hearing (auditory
perception) and the motor (muscle) response involves
movement of facial and other muscles.
 CONT.

The three-part process (perception, interpretation,

responds) is central to a learner ‘s refinement of their
perceptual motor integration and coordination (which
is the ability of different bdy parts to work together
rhythmically, for example hand-eye coordination).
By the age of six or seven, the perceptual motor
behaviours are generally refined (Gallahue &
Donnelly, 2003).
 CONT.
Perceptual motor development is very complex and draws on
many different development areas and their related skills.
Two key areas are gross and fine motor development.

a. gross motor (large –muscle) development (GMD) refers to

the development of and increased control over the large
muscles – the legs, arms back and shoulders, for example –
which are used for walking, sitting, running, jumping, climbing
and riding a bike, etc Both balance and posture are supported
by GMD.
 CONT.

a) Fine motor development (FMD) refers to the

development of the small muscles of the fingers,
hands, toes, eyes, for example, which are used
for activities such as grasping objects, holding,
cutting, drawing, buttoning, writing or focusing
the eyes.
These skills are sometimes only refined during Grade
1.