Holistic and inclusive education practices for young learners in South Africa: From early childhood to Foundation Phase

Volume editor

Trevor Moodley

Volume editor

Sindiswa Stofile

Volume editor

Rajendran Govender

Synopsis

This scholarly book explores holistic and inclusive education practices for young learners in South Africa, focusing on the critical developmental period from early childhood through the Foundation Phase. Situated within the country's diverse cultural, linguistic and socioeconomic landscape, the book advances a contextually responsive approach to education that recognises the interconnected nature of children's cognitive, emotional, social, cultural and spiritual development.

Drawing on contemporary research, policy and practice, the chapters examine key issues shaping early childhood development and Foundation Phase education, including inclusive pedagogies, indigenous knowledge systems, language diversity, play-based learning, STEAM education and the integration of emerging technologies. The volume highlights both the challenges and opportunities associated with creating equitable, meaningful and high-quality learning experiences for all young learners, particularly those from historically marginalised and under-resourced communities.

The unifying theme of the book centres on the importance of holistic and inclusive educational approaches that value children's diverse identities, experiences and ways of knowing. Through contributions from leading scholars, the book offers critical insights into how educators, teacher educators and policymakers can foster learning environments that are culturally responsive, socially just and developmentally appropriate.

While diverse in methodology, with contributions ranging from theoretical and conceptual explorations to policy analyses and practice-oriented discussions, each chapter contributes to the book's overarching aim of reimagining early childhood and Foundation Phase education in South Africa. A valuable resource for academics, researchers, postgraduate students and education practitioners, this edited collection, Volume 2 in the University of the Western Cape Faculty of Education Book Series, provides both scholarly perspectives and practical guidance for advancing inclusive and transformative educational practices.

Chapters

Preface

Trevor Moodley, Sindiswa Stofile, Rajendran Govender
Chapter 1
Holistic and inclusive education practice in early childhood development

Trevor Moodley, Sindiswa Stofile
Chapter 2
Reimagining parental engagement in South African early years education

Carli Louw, Trevor Moodley
Chapter 3
The benefits and hurdles of integrating STEAM in early childhood development: An analysis of selected literature

Lucinda du Plooy
Chapter 4
Integrating artificial intelligence into early childhood development: Afrocentric and inclusive approaches

Dominique Fagan
Chapter 5
The integration of indigenous knowledge systems into early childhood development curriculum frameworks

Nokwanda Bondesio
Chapter 6
Unlocking the role of isiXhosa idioms in early childhood learning and development

Nomfundo Nondalana-Vuzane, Sindiswa Stofile
Chapter 7
Masekitlana stone play: An indigenous therapeutic treasure for young children in South Africa

Mokgadi Moletsane
Chapter 8
The indigenisation of early childhood education in South Africa: Finding synergies with Froebelian principles

Carole Bloch, Trevor Moodley
Chapter 9
development through storytelling and play in a Waldorf kindergarten

Joy Levin, Trevor Moodley
Chapter 10
Fostering reading comprehension in early childhood through indigenous knowledge systems

Sindiswa Stofile, Thembisa Kosi
Chapter 11
Grade 3 learners’ preferred word-problem-solving techniques

Rajendran Govender, Antoinette Stols, Stanley Anthony Adendorff
Chapter 12
Writing anxiety: A barrier to early isiXhosa literacy development

Sindiswa Stofile, Someka Ngece