Challenges impeding practitioners’ proper implementation of mathematical play practice environment

Abstract

This research explored the challenges impeding practitioners’ proper implementation of mathematical play practice environment using a qualitative phenomenological research approach. This study was conducted in Motheo District which is in Mangaung Municipality in the Free State with ten females who had obtained matric certificate qualification at least have three years’ experience working in the ECCE setting as the sample. This sample was purposively chosen for this research. A structured interview guide was used as tool for data collection and its trustworthiness was properly ensured. After the data had been collected, the real processing, analysis, and interpretation of the data took place. We conducted a thematic analysis of the data. With the help of this technique, we were able to analyze the unstructured interview responses and find trends and themes. It was found that the challenges impeding practitioners’ proper mathematical play practice environment are constraints to proper mathematical play in relation to indoor and outdoor resources and infrastructure; constraints emanating from practitioners’ qualifications and constraints relating to support expected from the DSD and DBE, as custodians of ECCE. This finding has practical and policy implications in the sense that the practitioners cannot effectively implement mathematical play practice environment in the presence of the identified challenges unless adequate policy framework is designed to take care of such challenges. Thus, it is recommended that the appropriate authority should design an implementable policy guideline on the use of mathematical play practice environment.

Keywords: {'name': 'Challenges, mathematical play practice environment, Phenomenological research approach, Practitioners'}

Authors & affiliations

Seipati Baloyi-Mothibeli
Affiliation not supplied

Chinedu Okeke
Affiliation not supplied

Christian Ugwuanyi
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.18844/cjes.v16i1.5523

DOI: 10.18861/cied.2021.12.1.3063

DOI: 10.1016/j.tate.2017.01.007

Daries, G.E.S. (2017). Funds of knowledge and practice of early-childhood teachers in a disadvantaged context (Unpublished PhD thesis). University of the Free State, Bloemfontein.

DOI: 10.1007/s10763-019-09977-0

Department of Basic Education (DBE) (2011). Curriculum and Assessment Policy Statement: Grade R Mathematics Pretoria: Government Printer.

DOI: 10.15700/saje.v39ns1a1774

DOI: 10.20525/ijrbs.v11i8.2053

DOI: 10.30935/scimath/12482

DOI: 10.1080/09669760.2016.1155973

DOI: 10.1007/s10643-015-0736-z

DOI: 10.5772/intechopen.83417

Kalimullin, A.M., (2014). Improvement of teachers' qualification at Kazan federal university. World Applied Sciences Journal, 30(4): 447-450.

Kotzé, J. (2017). Social gradients, early childhood education and schools performing above the demographic expectation: Empirical insights into educational issues (Unpublished PhD Thesis). Stellenbosch University.

Minimansurovich, K.A. (2014). Improvement of teachers' qualification at Kazan Federal University. World Applied Sciences Journal, 30(4): 447–450.

DOI: 10.31703/gssr.2020(V-I).62

DOI: 10.18844/cjes.v16i3.5825

DOI: 10.20944/preprints201706.0029.v1

DOI: 10.4102/sajce.v10i1.487

DOI: 10.26803/ijlter.18.8.13

DOI: 10.1080/2331186X.2020.1742273

DOI: 10.1002/jcop.22656

DOI: 10.5430/ijhe.v9n6p34