Learning at Home for Grade 1 Learners in Disadvantaged Communities: Insights from the Sandbox@Home COVID-19-Response Intervention

Autor/inn/en	Moodley, Cathryn; Seerane, Thato; Gravett, Sarah
Titel	Learning at Home for Grade 1 Learners in Disadvantaged Communities: Insights from the Sandbox@Home COVID-19-Response Intervention
Quelle	In: South African Journal of Childhood Education, 12 (2022) 1, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moodley, Cathryn) ORCID (Seerane, Thato) ORCID (Gravett, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Grade 1; Elementary School Students; School Closing; Distance Education; Disadvantaged Youth; Barriers; Program Effectiveness; Access to Education; Instructional Materials; Learning Activities; Parents as Teachers; Parent Attitudes; Program Implementation; South Africa + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Elternverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The spread of the coronavirus disease-2019 (COVID-19) has escalated the need for studying the home learning environment (HLE). With learners spending more time at home, understanding about learning at home, especially in disadvantaged communities, is paramount. Aim: The aim of this research study was to explore the HLE for foundation phase learners by analysing data from an intervention that aspired to support organised learning at home during the COVID-19 pandemic. Setting: This research study was conducted telephonically with families from 11 schools (10 in the Waterberg district, Limpopo and one in Soweto, Gauteng). Methods: Qualitative data (recorded phone interviews) were collected from caregivers and learners from 17 households. The interview recordings were transcribed and translated into English. The constant comparative method of data analysis was used to analyse interview transcripts. Results: Three themes emerged from the analysis: (1) challenges of learning at home, (2) perceived benefits of learning at home and (3) the desire to continue with the programme even after schools re-opened. The data showed that having access to learning material facilitated learning at home. Additionally, caregivers noted benefits to learners from engaging in learning activities. However, there were also challenges in facilitating learning at home. These include caregivers not following the learning guidelines provided. Conclusion: Caregivers appreciated having access to learning material and were willing to facilitate learning at home. However, the challenges they faced resulted in them not executing the programme effectively. Future studies and interventions should explore how to provide adequate and accessible support to caregivers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01