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Teachers Experiences of Implementing Executive Functions in Grade R

Abstract

Numerous Grade R learners in South Africa are not ready for formal education. Teachers’ low qualifications are linked to learners’ inadequate development of executive functions in Grade R. As a result, preschool children commence formal schooling without the necessary executive functions, which causes unsuccessful adaptation in the formal school. This lack of executive functioning skills has a negative and everlasting impact on children’s schooling. Data gathered through various methods from eight Grade R teachers in urban schools in South Africa highlight the fact that Grade R learners are ill prepared for formal schooling. This article provides insight into teachers understanding and implementation of executive functions in Grade R.

Francinah Masola

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