Sub-theme 3.1: Methodology

During my observations of circle time discussions and conversations with pre-schoolers, I discovered evidence of a predominant focus on rote learning and daily repetition of the same activities such as repeating days of the week, numbers and shapes. The following categories were noted: Rote learning; and focus on work and performance.

4.4.1.1 Rote learning

My reflections in my research journal indicated that the circle time discussions were mostly focused on rote learning activities. This left limited time for pre-schoolers to share their own perspectives or ideas. I did not see evidence of agency before the tool of pedagogical documentation was implemented in the early childhood centres. My observations at one circle time discussion were noted as follows:

"The atmosphere was relaxed but rote learning and group chanting (e.g. 'Well done, well done, sharp') was evident. There was not much evidence of hearing the pre-schoolers’

perspectives or voice. Rather, the practitioner asked questions which had fixed answers (e.g. names of the week, seasons, counting). The group time lasted for more than 40 minutes with the children sitting cross-legged all the time." (R/RJ, p.2, 26 May 2017/PP)

During another circle time discussion I noted:

"The teacher asks questions about the Bible story. Focus on the number of disciples.

They then do weather and name the seasons ... The child who is the leader gets up and takes a stick. She points to the seasons and months of the year. The teacher makes eye contact with the children and compliments the children if they answer her questions. The children become more fidgety and begin to lose concentration. One child says: 'We did not do seven days'. Then they all do 'seven days'. The attendance register is read and each child stands up when his/her name is read. The leader child counts all the children by tapping them on their heads." (R/RJ, p. 8 June 2017/PP); and

"They sing at least seven songs ... The children stand and say their colours while the teacher points to the colours on the wall chart with a ruler. Then each child gets a chance to do the same. The teacher stands and watches. She does not say very much. Then they do numbers, all counting together, and then they do shapes."(R/RJ, p. 6, 9 June 2017/CH); and

"They [the pre-schoolers] begin the circle time with a song 'Jumping, jumping'. They sing a song 'Good morning'. The children all know the song and march around in a circle. They sing a few older songs which they know well ... Then they do numbers all counting together and then they do shapes. They then move to another room to do seasons. All of the above they do standing up. They then make a circle and sit down. ... They then begin revision activities of colours, counting, shapes, seasons, days of the week with cards."

(R/RJ, p. 6, 9 June 2017/CH); and

"Circle time began with a Bible story and the children sat very quietly and listened. A child was asked to pray. The pre-schoolers were very obedient and focus was on revising the days of the week, seasons, alphabet letter of the day and teaching the children about the theme." (R/RJ, p. 1, 19 May 2017/SS)

Furthermore, I noted in my research journal that the resources used in one pre-school were predominantly workbooks, pictures and objects; and little room was left for intuition, imagination and deeper thinking:

"Upon [me] entering the classroom the children were sitting at their tables. Some were building puzzles, some were working in workbooks and some were playing with educational games." (R/RJ, p. 3, 9 June 2017/CH)

Photograph 4.3 supports my findings in the comment above. Pre-schoolers are working in workbooks much like Grade 1 learners in a school learning context.

Photograph 4.3: Worksheet work (CH)

Christakis (2017:12) points out the mismatch between schooling and rote learning, and emphasises the role of practitioners as a coach and co-researcher with young children, rather than a mere conveyer of knowledge. She further explains that calendar work, where all children sit in a morning ring and robotically recite days of the week, make up 98% of early childhood experiences. She claims that such methodology does not lead to the development of young children's problem-solving and critical thinking skills.

My findings suggest that a modernist discourse (see 2.4) informs the methodology and that a rights-based (see 2.4.1) and meaning-making discourse (see 2.4.2) should guide teaching and learning methodology in early childhood centres.

4.4.1.2 Focus on work and performance

The use of certain words and phrases (also see theme 1: sub-theme 1.1) indicated to me a predominant focus on work and performance. Discourse was more on quality in terms of predetermined outcomes and focus on performance than on rights and meaning-making. Words such as work, homework, writing were often used by the practitioners and pre-schoolers, which indicated to me a predominant focus was on getting through the curriculum and upon performance. The use of words which indicated 'work' can be found in the following phrases used by practitioners: 'finish up', 'homework' and 'do your work'.

(R/RJ/p.3, 9 June 2017/CH); and in the same context: 'Well done, well done, clever boy'.

(RJ, p.4, 8 June 2017/CH); and in another context: 'Well done, well done, sharp'. (R/RJ/p.

2, 26 May 2017/PP)

The focus on rote learning, repetition and performance indicated a lack of expression of agency and a predominant focus on getting through the work. My findings correlate with the findings of Shaik and Ebrahim (2015:6) who concluded that in Grade R the practitioners focus so much on discipline and getting through the CAPS curriculum, that they are unresponsive to pre-schoolers' agency.

Soler and Miller (2003:60) state that many countries which have adopted a national curriculum stress the homogenising of the curriculum and the need to compare one student with another. The use of the words 'Well done, well done, sharp' and 'Clever boy' in this study could indicate a similar focus. Soler and Miller (2003:60) propose a more progressive curriculum based on the Reggio educational approach which represents a localised, learner-centred method as an alternative to a national centralised curricula.