| Title | Chapter 8: Collaboration between Grade R teachers and parents to promote outdoor play-based learning |
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| Contributor | Mariëtte Koen(editor) |
| DOI | https://doi.org/10.4102/aosis.2025.BK512.08 |
| Landing page | https://books.aosis.co.za/index.php/ob/catalog/book/512 |
| License | https://creativecommons.org/licenses/by-nc-nd/4.0/ |
| Copyright | Mariëtte Koen, Stef Esterhuizen, Pumla Matu & Skyler Pedro. Licensee: AOSIS (Pty) Ltd. The moral rights of the editors and authors have been asserted. |
| Publisher | AOSIS |
| Long abstract | Play is an essential element of early childhood education in both indoor and outdoor settings. Outdoor play-based learning (PBL) serves as a dynamic educational strategy that fosters holistic development by encouraging children to engage with their surroundings, work collaboratively with peers and develop problem-solving skills. This study explores the role of outdoor PBL in early childhood education, emphasising its benefits for holistic child development. Grounded in Vygotsky’s social constructivism, a qualitative approach was used to examine collaboration between Grade R teachers and parents in promoting outdoor PBL. A participatory and transformative paradigm, employing a participatory action learning and action research (PALAR) design, facilitated the exploration of barriers to implementation. Data were collected through action-learning discussions, photovoice and reflective journals, and analysed using Braun and Clarke’s thematic content analysis. Herr and Andersen’s quality criteria were applied to ensure the study’s trustworthiness. Findings revealed a lack of knowledge and collaboration between teachers and parents, prompting participants to develop strategies to enhance communication and partnerships. The study highlights the potential of collective efforts to support children’s well-being and drive social change. |
| Print length | 19 pages |
| Language | English (Original) |
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Lerato Maloka is a dedicated Grade 2 teacher at Seliba Primary School in the Gauteng province of South Africa. Maloka holds a Master of Education (MEd) in Special Needs Education, specialising in ECD from NWU, South Africa. Her academic background is enhanced by practical experience in inclusive classroom settings, where she supports diverse learners through adaptive teaching strategies. In addition to her teaching and academic pursuits, Maloka has contributed to the field of education through scholarly work, including a published book chapter with Juta and Company, demonstrating her commitment to advancing knowledge and best practices in early childhood and special needs education.
Mariëtte Koen is a South African academic specialising in educational psychology and ECD. At the time of conceptualising and contributing to this publication, Koen served as the Acting Research Director of COMBER at NWU, South Africa. She holds a PhD in the Psychology of Education and possesses extensive qualifications in teaching and learning in higher education, African languages and remedial teaching. Her expertise focuses on the holistic well-being of children aged 0–9, encompassing their social, physical, emotional, psychological, cognitive and spiritual development. Koen strongly advocates for participatory research methodologies, particularly participatory action learning and action research (PALAR), andemphasises community-driven approaches to educational transformation. Through her leadership at COMBER, she contributes to research that supports sustainable development in southern Africa by fostering collaborative knowledge creation with and for communities.
Prosper Lunga was a postdoctoral research fellow at NWU, South Africa, while contributing to this publication. Lunga holds a PhD in Educational Psychology from the University of KwaZulu-Natal, Durban, as well as an MEd and BEd in Educational Psychology from Great Zimbabwe University in Masvingo, Zimbabwe, and a Diploma in Primary Teacher Education from the University of Zimbabwe, Harare, Zimbabwe. His research interests include ECD, primary education and educational psychology. He has published more than 12 articles in peer-reviewed journals and has cosupervised two MEd students to completion. Currently, Lunga is a primary school teacher in the United Kingdom (UK). Before moving to the UK, he taught for over 14 years in Zimbabwe and South Africa and served as a primary school head in Zimbabwe for four years.
Pumla Matu is a lecturer in the Subject Group for ECD and Education at NWU, South Africa. Matu holds an MEd in Learner Support from NWU. In 2014, she received the prestigious South African Higher Education ScholarlyGrant, part of the University Capacity Development Grant Programme (UCDGP), awarded by NWU. Her research interests and expertise focus on COMBER in early learning, literacy and language development. Matu is an novice researcher who assists in the postgraduate supervision of BEd(Hons), MEd and PhD candidates while mentoring employed African languages lecturers temporarily using the technology-enhanced active language learning (TeALL) approach