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South Africa’s policy on screening, identification, assessment and support (SIAS) stipulates that teachers support learners with barriers to learning and development in their mainstream classrooms. This includes learners living with Attention-deficit/hyperactivity disorder (ADHD). Yet, little research has been conducted regarding Grade 1 teachers’ utilisation of support strategies for learners living with ADHD in mainstream classrooms. This study focused on Grade 1 teachers’ support for learners living with ADHD. An exploratory, interpretive, interactive, qualitative case study was employed. Twelve purposefully selected Grade 1 teachers, representing five public schools (varying from Quintile 1-5) and one private school from the West Coast Education District, South Africa, participated in an unstructured open-ended focus group interview resulting in an interview framework being developed. This interview framework directed the field observations of classroom visits and semi-structured individual interview questions of six purposefully selected Grade 1 teachers. Qualitative content analysis was used to analyse the transcriptions of the individual interviews, as well as the field notes. The study found that teachers were innovative in developing effective support strategies to support Grade 1 learners living with ADHD in their classrooms.

BackgroundFluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. According to recent South African research, Grade 1 teachers are not equipped to utilise learners’ linguistic skills for efficient learning of mathematics.ObjectivesThis research investigates South African Grade 1 teachers’ mathematical language perceptions, experiences, and feelings. These Grade 1 teachers’ transcripts were analysed to discover their understanding of the language of mathematics.MethodExploratory, descriptive, and contextual research designs were used in conjunction with an adapted interactive qualitative analysis technique. Focus group interviews, individual interviews, and lesson observations, together with a purposive sampling technique, were used to gather the data from both public and private primary schools.ResultsThe results showed that Grade 1 teachers view mathematics as a separate language with its own vocabulary and register. The findings highlighted the need to simplify the language of mathematics to enhance understanding.ConclusionThis research concluded that language is essential to mathematics learning and that mathematics has its own register, which is acquired like any other additional language. To help isiXhosa learners understand mathematics in English, scaffolding strategies must be aligned with their linguistic demands.ContributionThis article provides important recommendations for teachers who need to recognise the reality that English is the lingua franca and ensure isiXhosa home language-speaking learners receive the necessary support to acquire actual proficiency in the academic register of English for mathematical language learning.

Background Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms. Aim The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners' understanding of mathematics in the English- LoLT in Grade 1 classrooms. Setting This study was conducted at four primary schools in the Western Cape's Metro East Education District. Methods This study employs a qualitative research approach in conjunction with an adapted interactive qualitative analysis (IQA) systems method to collect in-depth data about current mathematics practices in English LoLT in Grade 1 classrooms. The data were analysed using John Stuart Mill's analytical comparison technique. Results This study found that semiotics such as visual (and concrete) representations assist isiXhosa HL learners to grasp and understand mathematical concepts easily. Conclusion This study emphasises the significance of using sufficient visual representation strategies to enhance isiXhosa HL learners' mathematical understanding in the English LoLT in Grade 1 classrooms. Contribution The outcomes of this study can make a positive contribution to current mathematics practice in terms of supporting isiXhosa HL learners in English LoLT in Grade 1 classrooms.

Concerns have been expressed about the quality of teaching and learning in Grade R (reception) classrooms in South Africa. In mathematics, learning outcomes are said to be particularly limited, especially in poorer provinces of the country (Department of Performance, Monitoring and Evaluation [DPME] 2012). The study reported in this article explored the perceptions and beliefs on teaching mathematics in Grade R, compared with actual classroom practices, of selected teachers in a range of schools and Early Childhood Development Centres in the Eastern Cape. Sixteen teachers took part in focus group meetings, and outcomes were analysed according to Northcutt and McCoy’s ‘Interactive Qualitative Analysis’ method (2004). Themes emerging from analysis were used to construct interview questions and guide observations of Grade R mathematics teaching for nine selected teachers. Findings show that teachers from different contexts have similar perceptions and beliefs about teaching mathematics in grade R but that often their observed practices do not match how they perceive and value Grade R teaching. In the analysis of lesson videos, we identify a number of ‘silent themes’ revealing teachers’ true actions, enabling us to comment on development and training needed to reach the goals of the intended mathematics curriculum for Grade R.Keywords: Grade R Mathematics; play; developmentally appropriate; intended curriculum; enacted curriculum

South Africa’s policy on screening, identification, assessment andsupport (SIAS) stipulates that teachers support learners with barriersto learning and development in their mainstream classrooms. Thisincludes learners living with Attention-deficit/hyperactivity disorder(ADHD). Yet, little research has been conducted regarding Grade1 teachers’ utilisation of support strategies for learners living withADHD in mainstream classrooms. This study focused on Grade1 teachers’ support for learners living with ADHD. An exploratory,interpretive, interactive, qualitative case study was employed.Twelve purposefully selected Grade 1 teachers, representing fivepublic schools (varying from Quintile 1-5) and one private schoolfrom the West Coast Education District, South Africa, participatedin an unstructured open-ended focus group interview resultingin an interview framework being developed. This interviewframework directed the field observations of classroom visits andsemi-structured individual interview questions of six purposefullyselected Grade 1 teachers. Qualitative content analysis was usedto analyse the transcriptions of the individual interviews, as well asthe field notes. The study found that teachers were innovative indeveloping effective support strategies to support Grade 1 learnersliving with ADHD in their classrooms.

There are limited studies into the exact pervasiveness of autism spectrum disorder (ASD) in sub-Saharan Africa, and fewer still into early intervention for learners with autism. This paper focuses on how three foundation phase teachers provided explicitly structured classroom experiences to develop social skills training, particularly independence, behavioural etiquette and self-esteem of their learners. Some learners with ASD do become well-adjusted independent adults, but others experience challenges in interpreting emotions or forming and sustaining healthy interpersonal relations. This study was underpinned by Vygotsky's (1978) socio-cultural theory which highlights the importance of social learning in the education of children with disabilities. A qualitative research design and an interpretivist paradigm were used for generating the data needed to track the development. Three purposively selected foundation phase (FP) teachers in three different types of schools were selected as the sample. Three vignettes provide the background to the discussions. Knowing that ASD is characterised by order and disorder, some pedagogical approaches may generate new divisions, while those presented here have noticeably benefited the learners with ASD; the teachers created learning opportunities to elevate the social skills of their high functioning learners with ASD.

Concerns have been expressed about the quality of teaching and learning in Grade R (reception) classrooms in South Africa. In mathematics, learning outcomes are said to be particularly limited, especially in poorer provinces of the country (Department of Performance, Monitoring and Evaluation [DPME] 2012). The study reported in this article explored the perceptions and beliefs on teaching mathematics in Grade R, compared with actual classroom practices, of selected teachers in a range of schools and Early Childhood Development Centres in the Eastern Cape. Sixteen teachers took part in focus group meetings, and outcomes were analysed according to Northcutt and McCoy's 'Interactive Qualitative Analysis' method (2004). Themes emerging from analysis were used to construct interview questions and guide observations of Grade R mathematics teaching for nine selected teachers. Findings show that teachers from different contexts have similar perceptions and beliefs about teaching mathematics in grade R but that often their observed practices do not match how they perceive and value Grade R teaching. In the analysis of lesson videos, we identify a number of 'silent themes' revealing teachers' true actions, enabling us to comment on development and training needed to reach the goals of the intended mathematics curriculum for Grade R.

BackgroundGross motor difficulties can limit physical activity (PA) participation, contributing to unhealthy body composition.AimThis study profiled Grade 1 learners’ gross motor development, PA and anthropometry and explored relationships between these variables.SettingA cross-sectional design was followed, including Grade 1 learners (33 girls [58%]; 24 boys [42%]) from one primary school.MethodsThe Test of Gross Motor Development-3 (TGMD-3) evaluated gross motor development, while the Physical Activity Questionnaire-Young Children (PAQ-YC) determined PA participation. Anthropometry measurements were taken using standardised techniques.ResultsParticipants predominantly portrayed average gross motor skills (49.1%), ball skills (50.9%) and locomotor skills (64.9%). Participation in a variety of PA types was evident, with outdoor play having the highest median (240 min per week). Participants spent 270 min (median) on screen time per week. Body mass index (BMI) results classified 31.6% of participants as overweight or obese. Central obesity (waist-to-height ratio) was identified in 29.8% of participants, while fat percentage, respectively, categorised 19.3% and 22.8% as overweight and obese. BMI significantly correlated with gross motor index (p = 0.0350; rho = −0.280) and ball skills (p = 0.0351; rho = −0.280), while fat percentage was significantly associated with gross motor index (p = 0.0046).ConclusionParticipants portrayed average gross motor skills and sufficient PA levels, although screen time was high. Unhealthy body composition is significantly related to poorer gross motor skills.ContributionAlarmingly high incidences of unhealthy body composition negatively affect motor skills. Intervention programmes should therefore be implemented to improve young children’s body composition.