Integrating isiXhosa with Inquiry-Based Learning to Develop Scientific Skills in Early Childhood Development Classrooms: towards Teacher Professional Development
Abstract
This study focused on developing scientific skills through integrating one South African home language, isiXhosa and an inquiry-based approach in early childhood development (ECD) classrooms. At this level, science teaching in the Life Skills curriculum focuses more on developing scientific skills. Therefore, the article discusses the notion that language is essential to enhance classroom learning. It has been argued that there is a need to consider ways and methods with which science can be made accessible and relevant to all levels of learners across the schooling system. Underpinned by sociocultural theory, this qualitative interpretive case study responds to how using learners’ Indigenous language and an inquiry-based approach mediates the learning of scientific skills in ECD. The study purposively sampled two ECD teachers as cases for this paper, as part of a more extensive study from which this article is drawn. Data was collected through interviews and lesson observation and thematically analysed. Findings revealed that integrating the learner’s home language with inquiry-based learning is a key pedagogical approach in ECD science instruction, encouraging creativity, cultivating critical thinkers, and creating a solid academic foundation in a supportive, non-threatening environment for future success in complex concepts in later grades. Consequently, the study concludes that young children learn best through their home language, and making any learning experience relevant to their context is vital. Thus, teachers in ECD classrooms should be professionally developed to implement the teaching and learning of science-related topics and scientific skills using learners’ Indigenous languages.
https://doi.org/10.26803/ijlter.24.4.28
Keywords
Full Text:
PDFReferences
Adeyele, V. O. (2023). Inquiry-based science approach in kindergarten: A systematic review. Al-Mudarris: Journal Of Education, 6(2), 160–179. http://dx.doi.org/10.32478/al-mudarris.v%vi%i.1853
Akintude, A. F., & Akuta, F. O. (2021). The significance of mother tongue in early childhood education. Sapientia Foundation Journal of Education, Sciences and Gender Studies, 3(1), 21–29. https://www.sfjesgs.com/index.php/SFJESGS/article/view/129
Bateman, A. (2022). Enduring storytelling dispositions in early childhood education. In Storytelling practices in home and educational contexts: Perspectives from conversation analysis (pp. 101-121). Springer Nature. https://doi.org/10.1007/978-981-16-9955-9_7
Blair, P. D. (2016). The evolving role of the US National Academies of Sciences, Engineering, and Medicine in providing science and technology policy advice to the US government. Palgrave Communications, 2(1), 1–7. https://doi.org/10.1057/palcomms.2016.30
Budiharjo. (2017). The importance of early childhood education and development in Indonesia. International Journal of Multimedia and Ubiquitous Engineering, 12(4), 141–148. https://doi.org/10.14257/ijmue.2017.12.4.12
Cekiso, M., Meyiwa, T., & Mashige, M. (2019). Foundation phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape. South African Journal of Childhood Education, 9(1). https://doi.org/10.4102/sajce.v9i1.658
Charamba, E. (2020). Translanguaging in a multilingual class: AQ study of the relation between students’ languages and epistemological access in science. International Journal of Science Education, 42(11), 1779–1798. https://doi.org/10.1080/09500693.2020.1783019
Cheruiyot, B. (2024). Effectiveness of play-based learning method in promotion of early literacy skills among ECDE children. East African Journal of Education Studies, 7(3), 479–488. https://doi.org/10.37284/eajes.7.3.2178
Christiansen, I., & Bertram, C. (2019). Early schooling teachers’ learning from a formal teacher development programme in South Africa. International Journal of Educational Development, 66, 78-87. https://doi.org/10.1016/j.ijedudev.2019.01.004
Chun, J., & Cennamo, K. (2022). A theoretical model of peer learning incorporating scaffolding strategies. International Journal of Teaching and Learning in Higher Education, 33(3), 385-397. https://www.isetl.org/ijtlhe/pdf/IJTLHE4106.pdf
Coombs, H. (2022). Case study research: Single or multiple [White paper]. Southern Utah University. https://doi.org/10.5281/zenodo.7604301
Creswell J. W., Ebersohn L., Eloff I., Ferreira R., Ivankova N. V., Jansen J. D., Nieuwenhuis J., Pietersen J., & Plano Clark, V. L. (2016). First step in research. Van Schaik Publishers.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dawadi, S. (2021). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1-2), 62–71. https://files.eric.ed.gov/fulltext/ED612353.pdf
Fromberg, D. P. (2015). How nonlinear systems inform meaning and early education. In Play from birth to twelve (pp. 431–446). Routledge.
Jaffey, S., & Ashwin, C. (2022). Exploring antecedents and outcomes of restricted and repetitive behaviours in autistic children: A thematic analysis of teacher interviews. Research in Autism Spectrum Disorders, 97, 102021. https://doi.org/10.1016/j.rasd.2022.102021
Khoa, B. T., Hung, B. P., & Hejsalem-Brahmi, M. (2023). Qualitative research in social sciences: data collection, data analysis and report writing. International Journal of Public Sector Performance Management, 12(1-2), 187–209. http://dx.doi.org/10.1504/IJPSPM.2022.10038439
Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines: Comparative theory and practice in schools. Springer.
Leedy, P. D., & Ormrod, J. E. (2020). Practical research: Planning and design (12th ed.). Sage.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8
Matee, L. G., Mokala, N. T., Moholei, M. P., Mosola, A. M., & Phofu, T. (2023). Exclusion of ethnic and other minority language nationals in education: A case of Lesotho’s Language in Education Policy. African Perspectives of Research in Teaching and Learning, 7(2), 247–264. https://hdl.handle.net/10539/39142
Mavuru, L., & Ramnarain, U. (2017). Teachers’ knowledge and views on the use of learners’ socio-cultural background in teaching natural sciences in grade 9 township classes. International Journal of Research in Mathematics, Science and Technology Education, 21(2), 176–18. http://dx.doi.org/10.1080/18117295.2017.1327239
Mkimbili, S. T., Tiplic, D., & Ødegaard, M. (2017). The role played by contextual challenges in practising inquiry-based science teaching in Tanzania secondary schools. African Journal of Research in Mathematics, Science and Technology Education, 21(2), 211–221. http://dx.doi.org/10.1080/18117295.2017.1333752
Moloi, K. (2007). An overview of education management in South Africa. South African Journal of Education, 27(3), 463-476. https://www.ajol.info/index.php/saje/article/view/25112
Moore, D., Hoskyn, M., & Mayo, J. K. (2018). Thinking language awareness at a science centre. International Journal of Bias, Identity and Diversities in Education, 3(1), 40–63. https://doi.org/10.4018/ijbide.2018010104
Mulyana, E. H., Lidinillah, D. A. M., Qonita, & Syaodih, E. (2020). Science learning quality to promote sustainable development in early childhood education: A case study of teachers in Tasikmalaya. Atlantis Press. https://doi.org/10.2991/assehr.k.200808.016
Nganga, L., Madrid Akpovo, S., & Kambutu, J. (2020). Culturally inclusive and contextually appropriate instructional practices: Rethinking pedagogical perspectives, practices, policies, and experiences in early childhood education programs. Journal of Research in Childhood Education, 34(1), 2–5. https://doi.org/10.1080/02568543.2019.1697153
Ngcoza, K., & Southwood, S. (2019). Webs of development: Professional networks as spaces for learning. Pythagoras, 40(1), 1–7. http://dx.doi.org/10.4102/pythagoras.v40i1.409
Pakombwele, A., & Tsakeni, M. (2022). The teaching of science process skills in early childhood development classrooms. Universal Journal of Educational Research, 10(4), 273–280. https://doi.org/10.13189/ujer.2022.100402
Phindane, P. (2015). Learning in mother tongue: Language preferences in South Africa. International Journal of Educational Science, 11(1), 106–111. https://core.ac.uk/download/pdf/222967623.pdf
Press, F., Harrison, L., Wong, S., Gibson, M., Cumming, T., & Ryan, S. (2020). The hidden complexity of early childhood educators’ work: The exemplary early childhood educators at work study. Contemporary Issues in Early Childhood, 21(2), 172–175. https://doi.org/10.1177/1463949120931986
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., S. A. N. van Riesen, Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Puttick, S. (2022). Geography lesson observations at the interface between research and practice. In Mentoring geography teachers in the secondary school (pp. 173-186). Routledge.
Qablan, A. (2019). Effective professional development and change in practice: The case of Queen Rania Teacher Academy Science Network. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/109016
Rio, H., & Newman, W. (2022). The significance of models of continuous professional development programmes in promoting quality teaching and learning in schools. African Perspectives of Research in Teaching and Learning, 6(1), 132–147. https://www.dpublication.com/wp-content/uploads/2022/07/58-1592.pdf
Sakellariou, M., & Banou, M. (2020). Play within outdoor preschool learning environments of Greece: a comparative study on current and prospective kindergarten educators. Early Child Development and Care, 192(6), 887–903. https://doi.org/10.1080/03004430.2020.1813123
Sakyi-Hagan, N. A., & Hanson, R. (2020). Interactive instructional approaches to teaching integrated science and their effect on students’ performance: A study in a Ghanaian University Context. African Perspectives of Research in Teaching and Learning, 4, 60–75. https://www.researchgate.net/publication/344492203_Interactive_instructional_approaches_to_teaching_Integrated_Science_and_their_effect_on_students’_performance_A_study_in_a_Ghanaian_University_Context
Sedlacek, M., & Sedova, K. (2017). How many are talking? The role of collectivity in dialogic teaching. International Journal of Education Research, 85, 99–108. https://doi.org/10.1016/j.ijer.2017.07.001
Šim?nková, K., & Šim?nek, M. (2023). Gradual stimulation of respondents’ reflexivity: A research design for studying unreflexive consumers. International Journal of Consumer Studies, 47(4), 1609-1625. https://doi.org/10.1111/ijcs.12922
Singh, R., & Bipath, K. (2024). Challenging South African early childhood development teachers’ perceptions and pedagogical practices regarding gender. Education, 3(13), 1–16. https://doi.org/10.1080/03004279.2024.2382172
Ugwu, C. N., & Eze, V. (2023). HU qualitative research. IDOSR Journal of Computer and Applied Sciences, 8(1) 20–35. https://www.idosr.org/wp-content/uploads/2023/01/IDOSR-JCAS-8120-35-2023.docx.pdf
United Nations International Children’s Emergency Fund. (2017). Early childhood development: For every child, early moments matter. https://www.unicef.org/early-childhood-development
Vella, R., Pulè, M., Celeste, A., Gatt, I., Raykov, M., Sarantou, M., Tang, T., Wilson, P., & Xuereb, K. (2020). Conducting participatory arts projects: A practical toolkit. https://www.researchgate.net/publication/347694725_Conducting_Participatory_Arts_Projects_A_Practical_Toolkit
Vygotsky, L. S. (1978). Mind in society: Interaction between learning and development. Harvard University Press.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493