Utilising a cultural–historical analysis to map the historicity of Social Studies, Natural Science and Technology education in the early years

South African Journal of Childhood Education

 
 
Field Value
 
Title Utilising a cultural–historical analysis to map the historicity of Social Studies, Natural Science and Technology education in the early years
 
Creator du Preez, Hannelie van Niekerk, Retha
 
Subject Education; Curriculum Development; Work Integrated Learning Knowledge (BK); child citizens; (CHAT); cultural-historical analysis; Early Childhood Education (ECE); ecological systems theory; Foundation Phase (FP); media theory; nature of science (NOS); socio-scientific issues (SSI) Early Childhood Development and Education; Curriculum Studies; Historical Studies
Description Background: South Africa needs citizens who are morally sound, adaptive to change, technologically innovative and literate in socio-scientific issues. The young child is apparently being prepared for active citizenry through basic “Social Science, Natural Sciences and Technology” education as encapsulated in the South African curriculum.Aim: We foreground a theoretical and analytical framework to map the cultural–historical trajectory of South Africa’s Beginning Knowledge curriculum.Setting: Cultivating citizenship requires that these science subject domains be incorporated in a coherent, well-conceptualised and relevant early childhood curriculum as suggested by international literature. Educators need to be specialists in socio-scientific issues in both the content and pedagogy of these sciences in order to expound the curriculum.Methods: Our newly coined hybridised theoretical framework - the ‘Hybrid CHAT’ - together with an aligned analytical framework enabled us to illuminate the historical subject-didactical genetic development of Beginning Knowledge. An extensive sample of typographical textbooks, artefacts and cultural tools were analysed and interpreted.Results: Beginning Knowledge is afforded limited teaching time. The knowledge, skills and values associated with these science subjects serve to support and strengthen the acquisition of language and mathematics competencies. Currently, Beginning Knowledge does not sufficiently prepare child citizens for the global demands of the 21st century.Conclusion: Hybrid CHAT could invite further studies to place Beginning Knowledge on par with international curricula. This would also align the curriculum with the aspirations for an ideal South African citizenry as well as prepare child citizens to pursue Science and Technology for social development.
 
Publisher AOSIS
 
Contributor —
Date 2018-11-29
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Qualitative, Historical Analysis, a priori framework
Format text/html application/epub+zip application/xml application/pdf
Identifier 10.4102/sajce.v8i2.573
 
Source South African Journal of Childhood Education; Vol 8, No 2 (2018); 10 pages 2223-7682 2223-7674
 
Language eng
 
Relation
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://sajce.co.za/index.php/sajce/article/view/573/906 https://sajce.co.za/index.php/sajce/article/view/573/905 https://sajce.co.za/index.php/sajce/article/view/573/904 https://sajce.co.za/index.php/sajce/article/view/573/907
 
Coverage South Africa Pre-colonial times to post-Apartheid (approximately 1400-2017) Historical analysis of textual data
Rights Copyright (c) 2018 Hannelie du Preez, Retha van Niekerk https://creativecommons.org/licenses/by/4.0
ADVERTISEMENT

International Tel: 021 975 2602

15 Oxford street, Durbanville, Cape Town, 7550 (South Africa)
Copyright © AOSIS (Pty) Ltd. All rights reserved.
No unauthorised duplication allowed