Preschool teachers receive books and materials for teaching

Thu, 22 July 2010

“I learned that the games help children to develop skills, including sharing and taking turns. My playroom is so attractive with the posters, toys, tables and chairs for the children. I have learned so many games and rhymes that I am comfortable and confident to play and present to children. Thank you for giving me the passion for teaching through play back.” - Masechaba Molemi of Dorcas House Pre-school, Kroonstad.

REPORT 2: Ntataise Trust - Enrichment programme for rural preschool educators (http://www.sasix.co.za/projects/view/ECD-FS-MAY-0003/)

The Ntataise Enrichment Programme is a three-year enrichment project in the Free State districts of Viljoenskroon, Bothaville, Kroonstad, Edenville, Steynsrus and Parys. This pilot programme aimed to build on the existing knowledge and skills of 90 teachers from 30 Early Childhood and Development (ECD) centres who have completed their formal training.

The project provides hands-on training with the children through quarterly workshops and follow-up site visits. It equips centres with age-appropriate books, posters and educational toys to develop pre-literacy and numeracy skills.

The 12 month project started in January and was completed in December 2009.

Outputs and Impact

• On-site support visits began in February 2009. During these visits, experienced Ntataise Enrichment Trainers offered support to first year ECD practitioners. These continued throughout the year, during which each practitioner received between six and eight support visits.
• Support visits to second and third year practitioners also started in February and each practitioner received between four and six visits during the year.
• A selection of suitable educational toys and children’s books were identified and ordered for practitioners’ playrooms. These toys and books were delivered to practitioner playrooms in October and November 2009.

Expenditure

The total cost of the project is R 140 000 and has been fully paid.

Description	Total Budget	Total Expenses to date
Educational toys and books	80 000	80 000
Art Materials	10 000	10 000
Monitoring and evaluation	50 000	50 000
TOTAL	140 000	140 000

Challenges

The vast distances that Ntataise Enrichment trainers had to travel every day between the various districts was initially a major challenge. In order to reduce the travel time and costs, practitioners agreed to meet at a central venue for monthly workshops.

Monitoring and evaluation

Since 2005, academics from the University of Pretoria have been monitoring the effects of the programme. In November 2009, they carried out an audit to assess the quality of the teaching and learning of pre-schools which are taking part in the Enrichment Programme in Rammulotsi, Viljoenskroon. Some notable results were:

• Interviews with practitioners suggested that Grade 1 teachers at the Primary Schools were satisfied with the competencies of learners drawn from Ntataise pre-schools. According to the primary school teachers these learners were well-behaved and school-ready.
• Trainers who were interviewed commented pointed to increased knowledge of games and activities, improved facilitation skills and increased confidence in their own teaching as impact highlights.
• Trainers reported that practitioners gained facilitation skills and that they observed a marked improvement in teaching. They also reported that practitioners were better able to create classroom environments conducive to learning. However, they acknowledged that there are those who still need ongoing training.
• Practitioners commented that they had already gained enormously from the Enrichment Programme. They expressed their desire to complete the programme and to continue with their learning.

Conclusion

The Ntataise Enrichment Programme improved the learning environments of the participating ECD centres by building on existing knowledge and skills, as well as the provision of educational toys and materials for their classrooms. Reports from primary school teacher that children drawn from these ECD centres are intellectually and socially prepared to enter the formal schooling system is a highly encouraging indication of the long-term potential impact of this project.

Enrichment programme enhances practitioner skills

Thu, 26 November 2009

“This is my sixth month in the Ntataise Enrichment Programme. I can now communicate effectively with the children ... The children can read their names, count, name the colours and name the toys. They also participate during group work.” - Annah Fixane, a volunteer at Atamelang Pre-school in Kgotsong Bothaville

REPORT 1: Ntataise Trust Enrichment programme for rural preschool educators

The Ntataise Enrichment Programme was introduced in August 2005 as a partnership between the Ntataise Trust and the University of Pretoria. It aims address the need for high quality, effective learning programmes at preschools in disadvantaged areas.

The Ntataise Enrichment Programme is a three-year enrichment project operating in the Viljoenskroon, Bothaville, Kroonstad, Edenville, Steynsrus and Parys areas in the Free State. It is a pilot programme building on the existing knowledge and skills of 90 teachers from 30 Early Childhood and Development (ECD) centres who have completed their formal training. The first two years of the project have been completed, with only the final year being funded through SASIX.

Through four quarterly workshops and between eight and ten follow-up site visits, the project provides hands-on training with the children as the main focus. It equips centres with age-appropriate books, posters and educational toys to develop pre-literacy and numeracy skills. Parents and caregivers are involved through committee training and HIV/AIDS awareness programmes. The project will run for 12 months, and started in April 2009.

Outputs and Impact

Two quarterly workshops have been held, the first in March and the second in June. Each ECD centre also received two or three site visits between February and June 2009. Through these workshops and visits, the programme has provided hands-on, in-service training and support to 82 ECD practitioners. The average ECD classroom accommodates 27 children between the ages of two and five, meaning that the 82 ECD practitioners are already having an impact on the education and care of over 2,200 children.

Suitable art materials, educational toys and children’s books have been identified and ordered for practitioner playrooms. Delivery of the toys and books is expected in September.

The programme has:

• Shown practitioners how to establish an appropriate and consistent daily routine that provides sufficient time for learning through play activities.
• Created a more stimulating learning environment in terms of materials and equipment, through the provision of educational toys and a greater variety of books and other print materials to stimulate early literacy and numeracy.
• Shown practitioners how to use a wider variety of activities relating to art, make-believe play, block play, educational toys and games and outside play activities and games (including sand and water play).
• Demonstrated methods of interacting with children in ways that facilitate learning through appropriate questioning, supporting and extending a child’s ideas.
• Helped practitioners develop a wider repertoire of stories, songs and rhymes.
• Helped practitioners develop skills in telling stories and reading books and in the presentation of music and movement activities.

Expenditure

The cost of the project is R140,000, with R40,000 outstanding.

Description	Total Budget	Total Expenses to date
Educational toys and books	80 000	-
Art Materials	10 000	-
Monitoring and evaluation	50 000	10 000
TOTAL	140 000	10 000

Ntataise’s total project budget is at R590,000, with SASIX funding a shortfall of R140,000 which was specifically channelled towards the material and activities listed in the budget. At the time of reporting, Ntataise was awaiting delivery of the educational toys, books and art materials and was thus slightly behind schedule.

Challenges

A significant challenge over the past eight months has been the distances that practitioners had to travel to attend the training for the quarterly workshops. In order to reduce the travel time and costs practitioners now meet at a central venue for workshops.

Another challenges to the implementation of the programme has been the overcrowding of playrooms. In some cases playrooms are shared by children across different age groups, in others a number of practitioners share the same playroom even though not all of them are enrolled on the enrichment programme. These issues are addressed during on-site support visits.

Monitoring and evaluation

Dr Ingrid Herbst, researcher and expert in the effectiveness of play at early childhood levels, conducted a baseline assessment on all practitioner playrooms from 26 – 30 January 2009. This also served as the post test for a baseline conducted during the same month in 2008.

Dr Herbst will also conduct an evaluation and impact assessment of the Enrichment Programme at the end of November 2009. The results of these assessments will be made available in the next report.

Conclusions and Analysis

The project is operating without any major challenges thus far, and has also managed to effectively work around any issues that may have hindered progress. The project is working to ensure that children from disadvantaged backgrounds are being exposed to good quality early learning. Through their teachers’ enrichment programme, the children will be encouraged to develop early literacy and numeracy skills, as well as the social and emotional skills necessary to adapt to a school community. The programme will ensure that the children have a secure, solid foundation on which to build future learning.