Exploring foundation phase teachers’ experiences and perceptions of the challenges that impede school readiness
| dc.contributor.advisor | Pedro, Athena | |
| dc.contributor.author | Vilanculo, Keila | |
| dc.date.accessioned | 2022-03-01T08:52:15Z | |
| dc.date.accessioned | 2024-04-19T07:39:21Z | |
| dc.date.available | 2022-03-01T08:52:15Z | |
| dc.date.available | 2024-04-19T07:39:21Z | |
| dc.date.issued | 2021 | |
| dc.description | Magister Artium (Psychology) - MA(Psych) | en_US |
| dc.description.abstract | Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/12154 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Western Cape | en_US |
| dc.rights.holder | University of Western Cape | en_US |
| dc.subject | Disadvantaged schools | en_US |
| dc.subject | Early childhood development | en_US |
| dc.subject | Formal education | en_US |
| dc.subject | Foundation phase | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject | School readiness | en_US |
| dc.title | Exploring foundation phase teachers’ experiences and perceptions of the challenges that impede school readiness | en_US |