Search results
11 results
Sort by:
The South African National Curriculum Framework for Children from Birth to Four
Provides provides guidance for those developing programmes and working with babies, toddlers and young children from birth to age four.
Zenex Fundamentals in Early Childhood Development – Communications
Zenex Foundation materials designed by SAIDE and Woz’obona on Fundamentals for Communications at NQF Level One, in English. It uses a problem centred approach. The materials were originally designed for ECD practitioners studying at NQF Level 1 (meeting the requirements of five NQF level 1 unit standards to gain a qualification in Communications (Unit Standards 12462, 119641, 119631, 12469, and 119636) to gain a part qualification in Early Child Development at NQF Level 1). The course comprises learner and trainer materials.
Zenex Fundamentals in Early Childhood Development – Mathematical Literacy
Zenex Foundation materials designed by SAIDE, Woz’obona and COUNT on Fundamentals for Mathematical Literacy at NQF Level One, in English. It uses a problem centred approach. The materials were originally designed for ECD practitioners studying at NQF Level 1 (meeting the requirements of eight NQF level 1 unit standards to gain a qualification in Mathematical Literacy - Unit Standards 7451, 7449, 7463, 7453, 7461, 7450, 7448, 7464, 7447). The materials may also be useful for those studying at NQF Level Four, who need a bridge to the study of mathematical literacy at that level. Zenex and SAIDE are of the strong view that these materials should only be trained by trainers who have an appropriate level of Mathematical Literacy themselves, and that these trainers should receive training in the use of the materials. The course comprises learner and trainer materials.
An exploratory study of early letter-sound knowledge in a low socio-economic context in South Africa
A South African research study that argues for the importance of letter-sound knowledge in the earliest stages of children learning to read and in particular for children who come from poor socio-economic family backgrounds. She examines an intervention that focused on the teaching of letter-sound knowledge to pre-school children in the context of building language skills, emergent literacy and understanding print. She suggests that there is an urgent need for quality teacher training programmes for teachers of pre-school children.
Knowledge and practice standards for emerging and initial teacher preparation for early childhood care and education
This presentation to the meeting of the Joint Standards Working Group came from authors at six universities involved in the Project for Inclusive Early Childhood Care and Education.
Early Childhood Care and Education Knowledge and Practice Standards
November 2017 version from the Project for Inclusive Early Childhood Care and Education
An Audit of JET-funded Early Childhood Development Projects 1994/95
Sehoole, MT. (1996). Johannesburg: Joint Education Trust.
RFP: AASA Phase 2 - Early Childhood Development (ECD)
Request for Proposal (RFP): The provision of a four-year (2023-2026) Early Childhood Development (ECD) project to be run in approximately 84 ECD sites participating in Phase 2 of the AASA Education Programme.
RFP: AASA Phase 2 - Early Childhood Development (ECD)
Request for Proposal (RFP): The provision of a four-year (2023-2026) Early Childhood Development (ECD) project to be run in approximately 84 ECD sites participating in Phase 2 of the AASA Education Programme.
Nutrition and Early Childhood Development
Article for National Nutrition Week 9-16 October 2021
JET Exchanges 5/2023: The Grade R Mathematics and Language Improvement Programme
The 5th JET Exchanges shares information about the Grade R Mathematics and Language Improvement Programme (MLIP) in which JET is a partner, describing the context in which the programme is being implemented before providing details on the programme itself. Foundational mathematics and literacy skills are premier issues in South African classrooms, both for learners as well as educators. South Africa has invested in several reading and mathematics interventions in the past years; however, setbacks like the COVID-19 pandemic rolled back progress that had been made. According to a background report by Spaull for the 2030 Reading Panel, If learning loss estimates are correct and SA does manage to get back onto the prepandemic improvement trajectory, it will still take 86 years from 2023 up to 2108 until all Grade 4 children can read for meaning in SA (Spaull, 2023, 8). Currently, 65% of learners lack the skills needed to progress in language and mathematics (Gauteng Education Development Trust, 2021, 7). Considering the challenging landscape for advancing effective mathematics and literacy interventions, the Grade R MLIP has led efforts toward improving outcomes in these areas for all schools in Gauteng Province offering Grade R from 2022 through 2024.
