HED2601

History of Education in the Foundation Phase

Assignment 2
2023
Name: Anne-Marie Grobler.
Student Number: 65624297
Assignment Code: 760169
Submission Date: 2023-06-23

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 Table of Contents:
Question 1:
The five benefits of ECE……………………………………………………………………………………………Pg.4
Describe how children were raised and educated in South African indigenous communities
before the arrival of Europeans in 1652. …………………………………………………………………Pg.4
How were South African communities negatively transformed by colonial influence from
1652 onwards?............................................................................................................Pg.4
Draw up a table with two columns to show the differences between daycare centres and
nursery schools during Apartheid……………………...…………………………………………………...Pg.4
What contributed to a huge gap in the quality of care and education between black and
white children during apartheid?.................................................................................Pg.5
Question 2:
In your view, how did the circumstances describe in the above passage influence the
upbringing of young children, socially and educationally………………………………………...Pg.6
There is a view that early childhood education in South Africa is still grounded in a
Eurocentric/Westernised approach………………………………………………………………………. Pg.6
What is your understanding of indigenous knowledge?.........................................................Pg.7

Do you think the current Foundation Phase curriculum values African knowledge and culture? Or
is it imposing a Eurocentric view that began with South Africa’s colonisation? To answer this
question, make your view clear in one statement then write FOUR points to justify (support)
your view………………………………………………………………………………………………………………………Pg.7

Define the meaning of UBUNTU and explain how teachers can apply the philosophy of UBUNTU
as a guiding principle in the education of young children…………………………………………………Pg.7
Question 3:
As a foundation phase teacher, what would you do to show that parental ethno-theories
influence your teaching?........................................................................................................Pg.8
Choose one individual from the study guide who played a critical role in the development,
growth, and spread of ECE and justify your choice in terms of the contribution the individual
made in the growth of ECE…………………………………………………………………………………………………Pg.8
There are several ways of viewing quality ECE. Choose ONE element of quality which you consider to
be the most important in ECE settings. Then write three short paragraphs arguing why you think this
is the most important element of quality in ECE and Foundation Phase. Each paragraph must contain
a different reason so that you can get 2 marks for each paragraph (3x2)………………………………………Pg.9

Question 4:

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As early as 1996, the South African democratic government realised that ECE was multi-faceted.
What is your understanding of ECE as a multifaceted phase of children’s development? Provide at
least THREE points………………………………………………………………………………………………………………………Pg.10

Why do teachers need a curriculum? Provide TWO reasons…………………………………………………….Pg.10

Draw a flow diagram showing the evolution of the South African school curriculum from 1994 until
present……………………………………………………………………………………………………………………………Pg.10

Changing the curricula or policies does not automatically equal transformation”. Do you agree or
disagree with this statement? Why?...................................................................................Pg.11

Bibliography…………………………………………………………………………………………………………………..Pg.12
Declaration…………………………………………………………………………………………………………………...Pg.13

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Question 1:
1.1. The five benefits of ECE
• Improved emotional and social development.
• Improved cognitive growth.
• Increased academic success.
• Improved preparation for school.
• Long-term gains including increased income potential and educational opportunities.

1.2. Describe how children were raised and educated in South African indigenous
communities before the arrival of Europeans in 1652.
Before European settlers arrived in South Africa in 1652, children were raised and taught
within the context of their communities. Children picked up knowledge of skills and cultural
customs from their parents, elders, and other community members. The informal
educational system placed a strong emphasis on daily life skills including farming, obtaining
food, and hunting.
1.3. How were South African communities negatively transformed by colonial influence
from 1652 onwards?
Communities in South Africa were adversely affected by colonial influence in a number of
ways starting in 1652. Native populations were uprooted by the advent of Europeans, which
also brought about the spread of new illnesses and the establishment of colonial control.
Native Americans were evicted from their land and made to labour in mines and farms
owned by Europeans. Colonial control resulted in the suppression of indigenous cultures and
languages as well as the imposition of European ideals and beliefs on the populace.
1.4. Draw up a table with two columns to show the differences between daycare
centres and nursery schools during Apartheid:

Daycare Centres Nursery Schools

Primarily for child minding.
Often located in informal settlements.
Minimal educational resources.
Cared for children up to age 6.
Mostly black children.
Focussed on early education.
Located in more affluent areas.
Well-equipped with educational resources.
Cared for children up to age 5.
Mostly white children.

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1.5. What contributed to a huge gap in the quality of care and education between black
and white children during apartheid?
Unfair funding: The apartheid government gave white and black schools significantly
different amounts of money. Due to this, there was a significant gap between white and
black children's access to resources and educational opportunities.
Segregation laws: Black and white students had to attend different schools as a result of the
apartheid government's draconian segregation laws. Black children's schools were
frequently underfunded and overcrowded, which resulted in a lower standard of instruction.

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Question 2:
2.1. In your view, how did the circumstances describe in the above passage influence the
upbringing of young children, socially and educationally.
The passage's descriptions of the situation had a tremendous influence on young children's
social and intellectual development.
In terms of social development, townships that were poorly planned and located far from a
city's economic centre meant that many black parents frequently left their homes very early
in the morning and did not return until late or had to live elsewhere because it was either
too expensive or difficult to commute. As a result of the parents' inability to spend much
time with their kids, the family unit broke down. Children were frequently left alone, which
resulted in a lack of social support and direction.
The passage's descriptions of the educational environment meant that many black children
lacked access to high-quality education. The township schools frequently lacked enough
resources, were overcrowded, and lacked trained instructors. Due to the distance they had
to go and the cost of transportation, several kids were also unable to attend school on a
regular basis. It also prevented young children from moving up the social ladder and resulted
in a lack of educational options.
In conclusion, the passage's descriptions of certain events had a detrimental effect on young
children's social and academic development in black communities. Their growth and social
mobility were hampered by a lack of social support and supervision, as well as restricted
access to high-quality education.
2.2. There is a view that early childhood education in South Africa is still grounded in a
Eurocentric/Westernised approach.
I agree with the view that ECD in South Africa is still grounded in a Eurocentric/Westernised
approach.

Early childhood education: In South Africa, the curriculum is still primarily based on Western
paradigms, with little attention paid to local knowledge systems and customs.

English, a Western language, continues to be the primary language of teaching in early childhood
education. Children whose first language is not English still have limited access to school, and
prejudice towards Western languages and cultures is maintained.

Early childhood education instructors in South Africa are frequently taught using Western models
and methodologies, which may not be culturally appropriate for the students they are instructing.

funds: Western donors frequently give funds for early childhood education in South Africa, which
may direct the system's objectives and focus on Western models.

In conclusion, it should be noted that the curriculum, teaching language, teacher preparation, and
financing all show that early childhood education in South Africa still adheres to a
Eurocentric/Western perspective. This strategy might stunt the growth of indigenous knowledge and
customs and maintain prejudice towards Western languages and cultures.

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2.3.1. What is your understanding of indigenous knowledge?

Indigenous knowledge is defined as the information, abilities, and customs that have been produced
by a given population within a particular cultural setting. This information is frequently passed down
from one generation to the next and is based on local cultural values.

2.3.2. Do you think the current Foundation Phase curriculum values African knowledge and
culture? Or is it imposing a Eurocentric view that began with South Africa’s colonisation? To
answer this question, make your view clear in one statement then write FOUR points to justify
(support) your view.
According to me, South Africa's present foundation phase curriculum continues the colonial-era
policy of imposing a Eurocentric worldview. These are my motivations:
African languages are scarce: English continues to be the primary language of teaching despite
efforts to include African languages into the curriculum, perpetuating prejudice against Eastern
languages and cultures.

Indigenous knowledge is only partially recognised in the curriculum, which continues to

predominantly mirror Western ideas and methods.
History that is taught in the curriculum is frequently "Eurocentric," meaning that little emphasis
is placed on African history and culture.

Lack of diversity: Few various viewpoints and experiences are represented in the curriculum,
which may hinder the growth of empathy and comprehension.
2.3.3. Define the meaning of UBUNTU and explain how teachers can apply the philosophy of
UBUNTU as a guiding principle in the education of young children.
Ubuntu is a Nguni Bantu concept that describes how individuals are interdependent and
connected to one another. It promotes the value of connections and community, as well as the
notion that a person's well-being affects the wellbeing of the community.

By putting an emphasis on relationships and community-building in the classroom, teachers may

use the Ubuntu philosophy as a guiding principle in the education of young children.
encouraging kids to cooperate and encourage one another rather than engage in rivalry.

encouraging children to acquire a feeling of responsibility for the community's well-being and
helping them to develop empathy and understanding for others.
In this way, the Ubuntu way of life may contribute to the development of a more welcoming,
encouraging, and community-focused learning environment.

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Question 3:

3.1. As a foundation phase teacher, what would you do to show that parental ethno-theories
influence your teaching?

As a foundation phase instructor, I would demonstrate how parental ethno-theories affect my

instruction by doing the following:

examine: To better comprehend parental ethno-theories, I would examine the cultural customs
and rituals of the neighbourhood where I teach.
Engage with parents: To establish a connection between home and school, I would interact with
parents and other carers to find out about their perspectives on education.

To create a more welcoming and culturally sensitive workplace, I would include cultural rites and
practises into my instruction.

By carrying out these actions, I may show that I am devoted to fostering an inclusive and
culturally responsive learning environment as well as that I am aware of and receptive to the
parental ethno-theories of the community.
3.2. Choose one individual from the study guide who played a critical role in the development,
growth, and spread of ECE and justify your choice in terms of the contribution the individual
made in the growth of ECE.

The growth, development, and dissemination of ECE were significantly influenced by Friedrich
Froebel. The first kindergarten is credited to Froebel, whose educational philosophies placed a
strong focus on play and practical learning in the early years.
The growth, development, and dissemination of ECE were significantly influenced by Friedrich
Froebel. The first kindergarten is credited to Froebel, whose educational philosophies placed a
strong focus on play and practical learning in the early years. He held that "play is the highest
expression of human development in childhood for it alone is the free expression of what is in
the child's soul." Froebel said that via hands-on experience, children build their knowledge of
the world through play. His viewpoints on the value of play and learning via nature have been
widely accepted across the globe. Froebel valued the development of the child, including the
health, physical well-being, environment, cerebral capacity, social interactions, and spiritual
components.
The emphasis on play-based learning and the significance of hands-on experiences in
contemporary ECE are still examples of Froebel's influence. His contributions to the field of early
childhood education have had a long-lasting effect and continue to influence how we view and
practise the subject.

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3.3. There are several ways of viewing quality ECE. Choose ONE element of quality which you
consider to be the most important in ECE settings. Then write three short paragraphs arguing why
you think this is the most important element of quality in ECE and Foundation Phase. Each
paragraph must contain a different reason so that you can get 2 marks for each paragraph (3x2).

The interaction between instructors and students is, in my opinion, the most crucial factor in
determining quality in ECE and the foundation phase. This is critical for several reasons, in my
opinion.

First, a feeling of safety and trust in the classroom is a result of good teacher-student interactions.
Children are more inclined to participate in learning and explore their surroundings when they feel
safe and comfortable. pupils' emotional development may be supported in a supportive learning
environment that teachers who form strong relationships with their pupils can do.

Second, a healthy teacher-student bond can promote kids' cognitive growth. The linguistic,
problem-solving, and critical thinking growth of students is aided by instructors' responsive
interactions with them. Later academic progress for youngsters may benefit from this.

Finally, strong teacher-student bonds can have a long-lasting effect on kids' wellbeing. According
to research, kids who get along well with their instructors are more likely to get along well with
their classmates and other adults in the future. This can benefit kids' social and emotional
growth and improve their general wellbeing.
In conclusion, healthy connections may foster a sense of safety and trust, aid in cognitive
growth, and have a long-term effect on children's wellbeing.

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 Question 4:

4.1. As early as 1996, the South African democratic government realised that ECE was multi-
faceted. What is your understanding of ECE as a multifaceted phase of children’s development?
Provide at least THREE points.

Early childhood education is a complex stage of a child's development that covers a range of
topics. These domains consist of:
Development of interpersonal connections, self-control, and emotional expression are all parts
of the social-emotional domain.
Development of thinking, problem-solving, and language skills fall under the category of
cognitive development.

Gross and fine motor abilities as well as general health and wellbeing are all aspects of physical
development.
ECE has several facets since it addresses children's growth in each of these areas, which are
interrelated and dependent on one another. All of these areas should be covered in a high
calibre ECE programme in order to aid in the overall development of the kids.
4.2. Why do teachers need a curriculum? Provide TWO reasons.
A curriculum is a framework for instruction that teachers may use to plan their classes and aid in the
learning of their students. Additionally, it makes sure that expectations are met, which can aid in
preparing pupils for academic and social success in the future.

4.3. Draw a flow diagram showing the evolution of the South African school curriculum from 1994
until present.
Revised
National
Curruculum
(RNCS)
Quickly
- OBE
followed in
(Outcomes
2002
Based
Education) In place until
Curriculum 2007
1994 –
Imported from 2005 (C2005) Standards
Australia and Followed in based
the United 1997 curriculum that
Kingdom. emphasised
outcomes-
Doing based on
based
specific
education.
outcomes.
Designed to be
more inclusive
and responsive
to diverse
needs.

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4.4. Changing the curricula or policies does not automatically equal transformation”. Do you
agree or disagree with this statement? Why?
It is not sufficient to merely alter the curriculum or policy to bring about change in education. A
significant change in the underlying principles that guide educational policy is necessary for
transformation. It necessitates a dedication to social justice, equality, and inclusion as well as a
readiness to question the status quo and deal with systemic learning hurdles. The curriculum
and policies may need to alter, but these alone won't be enough to facilitate transformation. A
comprehensive strategy that tackles the underlying causes of educational disparity and
encourages long-lasting change is necessary for transformation.

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References:
• HED2601 study guide 2023.

• https://bmcmededuc.biomedcentral.com/articles /10.1186/s12909-021-02871-w

• https://www.frontiersin.org/articles/10.3389/fedu c.2021.647524/full

• http://resource.download.wjec.co.uk.s3.amazon aws.com/vtc/2018-19/HSC18-19_3-
1/_multilang/unit04/01-child-centred-approaches.html

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Declaration

DECLARATION BY STUDENT
I, Anne-Marie Grobler (full names of the student)
Student number: 65624297 Module code: HED2061
Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assessment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet, or any other source, I provided the proper
acknowledgement and included a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.
Student’s signature A. Grobler Date: 2023-06-23
©
UNISA

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