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Beginning Knowledge BKN^102
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 © STADIO No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 Note The content of the STADIO Study Guides and teaching documents is not intended to be sold or used for commercial purposes. Such content is in essence part of tuition and constitutes an integral part of the learning experience, regardless of mode. Links to websites and videos were active and functioning at the time of publication. We apologise in advance if there are instances where the owners of the sites or videos have terminated them. Please contact us in such cases. A Glossary of terms is provided at the end of this study guide to clarify some important terms. Any reference to the masculine gender may also imply the feminine. Similarly, singular may also refer to plural and vice versa.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 Table of contents Heading Page number MODULE PURPOSE AND OUTCOMES 1 Module Purpose 1 Outcomes 1 TOPIC 1 UNPACKING LIFE SKILLS: BEGINNING KNOWLEDGE 3 1.1 INTRODUCTION 3 Prescribed Media 4 1.2 DEFINING LIFE SKILLS 4 1.3 UNPACKING LIFE SKILL EDUCATION 5 1.3.1 Creative Arts 6 1.3.2 Physical Education 7 1.3.3 Personal and Social Well-being 8 1.3.4 Beginning Knowledge 9 1.4 BEGINNING KNOWLEDGE 11 1.4.1 Content, concepts, and skills of Beginning Knowledge 11 1.4.2 Sequencing and progression using the topics in Life Skills Education 15 1.4.3 Time allocations 18 1.4.4 Integration within the classroom 19 1.4.5 Learning and Teaching Styles to consider. 21 1.5 IMPORTANCE OF RESEARCH 23 Summary 25 Self-Assessment Questions 25 TOPIC 2 CHILDREN'S UNDERSTANDING AND WAYS OF LEARNING 26 2.1 INTRODUCTION 26 Prescribed Media 27 2.2 CHILDREN'S THINKING: LEARNING WHAT COMES NATURALLY 27 2.2.1 The "voice of the child" 29
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 2.3 KNOWLEDGE CONSTRUCTION AND TEACHING METHODS TO LET THE "VOICE OF THE CHILD" BE HEARD 30 2.3.1 Constructivism 31 2.3.2 Social Constructivism 32 2.4 CULTURAL-HISTORICAL APPROACH: MOVING THROUGH LEARNING 35 2.4.1 Moving through learning rather than to learning 38 2.4.2 Connecting new and old knowledge 41 2.5 BORDER-CROSSING 41 2.6 USING BRONFENBRENNER'S BIO-ECOLOGICAL SYSTEMS THEORY TO LINK THE TOPICS TO THE LEARNERS' CONTEXTS 42 2.7 DISCOVERY ENVIRONMENT 43 2.7.1 Discovery area (science interest tables / theme table) 44 2.7.2 The Playground and School Garden 45 Summary 48 Self-Assessment Questions 48 TOPIC 3 AN INQUIRY-BASED APPROACH TO TEACHING AND LEARNING NATURAL SCIENCES 50 3.1 INTRODUCTION 50 Prescribed Media 51 3.2 DEFINING SCIENCE 51 3.3 THE PURPOSE OF SCIENCE EDUCATION 54 3.4 MAIN CATEGORIES OF SCIENCE ACTIVITIES 57 3.5 THE COMPONENTS OF SCIENCE EDUCATION IN THE FOUNDATION PHASE 57 3.5.1 Scientific Literacy 58 3.5.2 Scientific Knowledge (knowing science – head) 59 3.5.3 Science Process skills (doing science – hands) 59 3.5.4 Scientific values / competencies (heart) 63 3.6 INQUIRY-BASED APPROACH 64 3.6.1 The Foundation of an Inquiry-Based Approach 65 3.6.2 Implementing an Inquiry-Based Approach 66 3.6.3 DESIGNING AN IBSE (INQUIRY-BASED SCIENCE EDUCATION) INVESTIGATION 67 3.6.4 A framework for a child-led investigation 70 3.7 THE ROLE OF THE TEACHER IN CREATING AN ENVIRONMENT THAT ENCOURAGES EXPLORATION AND DISCOVERY 73
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 3.7.1 Role of the Foundation Phase teacher 73 3.7.2 Inquiry context: Creating a learning environment that promotes inquiry 81 3.8 CONCERNS REGARDING THE INQUIRY-BASED APPROACH 83 3.9 ASSESSMENT IN IBSE 83 Summary 87 Self-Assessment Questions 87 TOPIC 4 TECHNOLOGICAL DESIGN APPROACH 89 4.1 INTRODUCTION 89 Prescribed Media 90 4.2 DEFINING TECHNOLOGY LITERACY AND EDUCATION 91 4.2.1 Three domains in Foundation Phase Technology Education. 92 4.3 THE TECHNOLOGICAL DESIGN APPROACH 94 4.4 SETTING UP THE ENVIRONMENT FOR TECHNOLOGY EDCATION IN THE FOUNDATION PHASE 98 4.4.1 Bronfenbrenner's systems and technology education 98 4.4.2 The characteristics of the Grades R- 3 learners related to technological capabilities 99 4.5 USING THE TECHNOLOGICAL DESIGN APPROACH IN THE CLASSROOM 100 4.5.1 Knowledge areas 101 4.5.2 Materials, tools, and safety 101 4.5.3 Integration 101 4.6 INFORMATION COMMUNICATION TECHNOLOGY 104 4.7 ASSESSMENT 105 Summary 106 Self-Assessment Questions 106 TOPIC 5 SOCIAL SCIENCE EDUCATION IN THE FOUNDATION PHASE 107 5.1 INTRODUCTION 107 Prescribed Media 108 5.2 DEFINING SOCIAL SCIENCE 109 Online Activity 7 110 5.3 WHY IS IT IMPORTANT TO EXPOSE THE LEARNERS TO SOCIAL SCIENCES IN THE FOUNDATION PHASE 110 5.4 THE SOCIAL SCIENCE CLASSROOM 112 5.4.1 A Theoretical Framework and Creating Space for Diversity 112
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 5.4.2 Learner-centred Social Science Classroom (Pedagogical framework) 114 5.4.3 Integration in your lesson to transfer Knowledge, Skills, and Values 116 5.5 CITIZENSHIP AND SOCIAL SCINCE EDUCATION 117 5.5.1 South Africa's Constitution 119 5.6 HISTORY EDUCATION IN THE FOUNDATION PHASE 120 5.6.1 The value of presenting History to the learners 121 5.6.2 The four elements of any historical experience 121 5.6.3 History lesson planning for the young historian 122 5.6.4 Themes for History Teaching 123 5.6.5 Time and chronological order are important concepts during the presentation of History 125 5.6.6 The relationship between our actions and the reaction of the environment 126 5.6.7 Resources 127 5.7 THE TEACHING OF GEOGRAPHY IN THE FOUNDATION PHASE 128 5.7.1 Reasons for teaching Geography 130 5.7.2 The teaching of Geography in the Foundation Phase 132 5.7.3 Fundamental themes in Geography 132 5.7.4 The Earth conservation as a theme 133 5.7.5 Map work in the Foundation Phase 134 5.7.6 The difference between Natural Sciences and Geography 136 5.8 ASSESSMENT IN SOCIAL SCIENCE 136 Summary 138 Self-Assessment Questions 138 TOPIC 6 PLANNING AND DESIGNING LESSONS FOR BEGINNING KNOWLEDGE 139 6.1 INTRODUCTION 139 Prescribed Readings 140 6.2 ROLES OF THE TEACHER AND CHILDREN 140 6.2.1 Roles of the teacher 141 6.2.2 Roles of the children 144 6.3 PLANNING A UNIT OF WORK 145 6.3.1 Who? 146
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 6.3.2 What? 146 6.3.3 Why? 148 6.3.4 How? 149 6.4 REFLECTING ON YOUR OWN LEARNING 151 6.5 Integrating Topics 152 6.6 DISPLAYS AND ACTVITIES FOR BEGINNING KNOLWEDGE LESSONS 152 6.6.1 Theme tables 152 6.6.2 Safety requirements 153 Summary 154 Self-Assessment Questions 154 TOPIC 7 ASSESSMENT STRATEGIES FOR BEGINNING KNOWLEDGE LESSONS AND ACTIVITIES 155 7.1 INTRODUCTION 155 Prescribed Media 156 7.2 DEFINING ASSESSMENT 156 7.3 WHY DO WE ASSESS? 157 7.4 WHAT do you need to assess: Planning for assessment 160 7.4.1 Types of learning outcomes 160 7.5 ASSESSMENT METHODS 161 7.6 ASSESSMENT TOOLS AND HOW TO DEVELOP AN ASSESSMENT TASK 163 7.6.1 General observation book 163 7.6.2 Focused observation notes using a schedule and written comments 164 7.6.3 Checklist 164 7.6.4 Rubric 164 7.6.5 Workbooks, activity sheets and recording sheets 164 7.6.6 Portfolios 165 Summary 167 Self-Assessment Questions 167 GLOSSARY OF TERMS 169 REFERENCES 171
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 ANSWERS TO SELF-ASSESSMENT QUESTIONS 175 Topic 1 Self-assessment answers 175 Topic 2 Self-assessment answers 176 Topic 3 Self-assessment answers 178 Topic 4 Self-assessment answers 179 Topic 5 Self-assessment answers 180 Topic 6 Self-assessment answers 181 Topic 7 Self-assessment answers 184
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 1 Module purpose and outcomes MODULE PURPOSE Welcome to the module Beginning Knowledge (BKN^102). The purpose of this module is to equip you with the knowledge and skills necessary to teach Beginning Knowledge within the Life Skills study area, including content and concepts related to Social Sciences (History and Geography), Natural Sciences and Technology. In addition, you will acquire knowledge on how to teach the content and concepts to Grades 1 to 3 learners in the Foundation Phase (FP).Emphasis is given towards teaching and learning in an interactive classroom, where the focus is on learner engagement between you the teacher and their peers, as well as learner engagement with learning materials. The learners' holistic development and success depend on the teaching approach that you adopt when planning and incorporating assessment in your classroom. Therefore, this module includes an in-depth analysis of the various teaching and learning approaches you might implement within the South African context to ensure that learners understand the concepts and content related towards Beginning Knowledge. The module is divided into seven topics. We start by examining Life Skills in the FP, and then move on to the specific disciplines (Natural Sciences, Social Sciences and Technology) in BKN. OUTCOMES Upon successful completion of this module, you must be able to do the following: Implement and facilitate integrated Beginning Knowledge (Social Sciences, Technology and Natural Sciences) content to plan appropriate teaching and learning activities. Create activities that demonstrate and develop the technological process skills and the science process skills. Show the relationship between people and the environment. Plan and implement Social Sciences (History and Geography) activities, in teaching and learning focused on the Foundation Phase. Select, analyse and implement a variety of teaching approaches to facilitate learning in the study area Beginning Knowledge.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 2 Realise the importance of and encouraging active learning through a hands-on approach linked to the learner's everyday environment and ways in which they learn. Demonstrate an understanding of the teacher's role in developing, promoting, and assessing learner's knowledge, values, and skills in Beginning Knowledge (Natural Sciences, Social Sciences and Technology) area. Apply assessment techniques suitable for assessing learners in the Beginning Knowledge subject area.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 3 Topic 1 Unpacking Life Skills: Beginning Knowledge 1.1 INTRODUCTION The topic of Unpacking Life skills: Beginning Knowledge relates to the following module outcomes: Implement and facilitate integrated Beginning Knowledge (Social Sciences, Technology and Natural Sciences) content to plan appropriate teaching and learning activities. Create activities that demonstrate and develop the technological process skills and the science process skills. Show the relationship between people and the environment. Plan and implement Social Sciences: History and Geography activities, in teaching and learning focused on the Foundation Phase. Select, analyse and implement a variety of teaching approaches to facilitate learning in the study area Beginning Knowledge. By the end of this topic, you will be able to: 1. Understand the relevance of Life Skills as a subject in the Foundation Phase focusing on the Curriculum and Assessment Policy Statement for Life Skills in the Foundation Phase (CAPS). 2. Describe the Life Skills study areas with specific emphasis on Beginning Knowledge which includes Social Sciences, Natural Sciences and Technology. 3. How to apply time allocations for the subject Life Skills with a focus on the study area Beginning Knowledge in the Foundation Phase. 4. Subtopics of the Life Skills subject area with a focus on the study area Beginning Knowledge. 5. Integration of Life Skills: Beginning Knowledge in the classroom and throughout the daily programme. In this topic, we will discuss the different study areas and their objectives that make up the Life Skills subject. In doing so, you will receive information about pertinent sections of the Life Skills Grades R- 3 CAPS document (DoBE, 2011). You will also be asked to complete activities where you must reflect on your
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 4 own ideas and preconceptions regarding Life Skills: Beginning Knowledge. Finally, we discuss the use of themes in the Foundation Phase (FP) curriculum, and the importance of researching these themes when preparing lessons. Prescribed Media Your prescribed media for Topic 1 are as follows: Pages 3 to 24 of Chapter 1 from your textbook: Naudé, M. and Meier, C. (2025). Teaching Life Skills in the Foundation Phase . 3rd ed. Pretoria: Van Schaik. Pages 1 to 15, 16, 30, 42, and 54 of Department of Basic Education. South Africa. 2011. Curriculum Assessment Policy Statement (CAPS): Foundation Phase. Grades R- 3: English Life Skills. Pretoria: Government Printing Works. Kalvin, H. 2015. Thai commercial – A mother a daughter, and a pineapple. [online]. Available at: https://www.youtube.com/watch?v=uxDG^5T^8NDdI [Accessed on 30 November 2025]. Page 229 of Chapter 13 in your textbook Davin, R. 2020. Handbook for Grade R Teaching . 2 nd ed. Pearson. 1.2 DEFINING LIFE SKILLS Life Skills are the abilities that enable us to successfully adapt to different circumstances and overcome the challenges we encounter regularly. So, what then are these abilities, or life skills? Look at Table 1 , where five essential life skills and examples of how each might relate to a young child is provided.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 5 Now do Online Activity 1 below. Online Activity 1 Watch the YouTube video clip Thai commercial – a mother, a daughter, and a pineapple (Kalvin, 2015). While you watch the clip, reflect on the life skills that this mother is teaching her daughter. The link to the video is below and can also be found on the Learning Management System (LMS): https://www.youtube.com/watch?v=uxDG^5T^8NDdI Now consider the following question: Do you agree that you, as a teacher, have a role to play in supporting families in teaching these skills to FP learners? The South African (SA) Department of Basic Education (DoBE, 2011) has recognised the importance of life skills, and therefore incorporated this into the National Curriculum. The Life Skills Grades R–3 CAPS document (DoBE, 2011) is the document which outlines the Life Skills curriculum for the Foundation Phase (FP). Now let us examine this document. Read sections ("2.1 What is Life Skills?") and 2.2 ("Specific Aims") of the Life Skills Grades R- 3 CAPS document (DoBE, 2011:8 - 9), as well as pages 3 to 5 of Chapter 1 from your textbook: Naudé, M. and Meier, C. (2025). Teaching Life Skills in the Foundation Phase (3rd ed.). Pretoria: Van Schaik. Together, these readings outline the essential role of the teacher in equipping young learners with the skills necessary to grow and function effectively in their everyday lives. 1.3 UNPACKING LIFE SKILL EDUCATION Life Skill education lays the foundation for holistic development and has been organise into four study areas in the FP (DoBE, 2011). To be able to solve problems, learners must develop into creative, critical thinkers, who can convey their ideas and thoughts. To learn how to build healthy relationships, learners must comprehend the value of empathy. They also need to become more self-
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 6 aware and develop coping mechanisms for emotions and stress. In our fast- moving, everchanging world, these skills have become fundamental to developing thriving adults who are able to function resourcefully and have an influence on their society and environment. Accordingly, we must develop the learners holistically, which means developing them emotionally, socially, physically, cognitively (mentally) and morally. Refer to pages 12 to 14 of Chapter 1 from your textbook: Naudé, M. and Meier, C. (2025). Teaching Life Skills in the Foundation Phase. 3rd ed. Pretoria: Van Schaik. Figure 1 below illustrates the different study areas of the Life Skills subject as mandated in the Life Skills Grades R- 3 CAPS document (DoBE, 2011:6, 8). In the figure below, you will see the specific module codes at STADIO. In BKN^102, we briefly discuss the other study areas. Figure 1: The study areas of the Life Skills subject (adapted Naudé and Meier, 2025) Although this module focuses on Beginning Knowledge, understanding all the Life Skills study areas will help you integrate them effectively and develop a broader perspective of the subject. Let us take a brief look at each of these study areas from Figure 1. 1.3.1 Creative Arts FP children naturally possess a creativity that needs to be nurtured and expanded. An adult only needs to observe children at play or have a conversation with one, to see how active their imaginations are and how willing and eager they are to engage in creative activities. Instead of limiting or stunting this innate creativity with dull tasks like colouring in, teachers need to Life Skills Creative Arts Visual Art (ARTF^102) Performing Arts (ART^302) Physical Education (PES^300) Personal and Social Well-being Beginning Knowledge (BKN^102) Social Science (SSH^402 / SSG^302) Natural Science (NST^301) Technology (NST^301)
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 7 develop this natural creativity appropriately. According to the Life Skills Grades R- 3 CAPS document (DoBE, 2011:9) "Creative Arts aims to create a foundation for balanced creative, cognitive, emotional and social development" and it is organised in two parallel and complementary streams namely, Visual Art and Performing Arts (Dance, Drama, Music). Refer to pages 241 to 356 in Naudé and Meier (2025) for more information regarding this discipline. As we focus on Beginning Knowledge in this module, you do not have to study the pages closely. Now do Self-reflection 1 below. Self-reflection 1 Consider the following questions carefully. You do not need to write down your answers but take time to think through each one. 1. Does creativity refer specifically to the ability to draw? 2. Are only some people creative? 3. Can creativity be developed? 4. Identify some content and skills that you need to cover for the Grade 1's in Term 2 according to the Life Skills Grades R- 3 CAPS document (DoBE, 2011) 1.3.2 Physical Education Physical Education is a fundamental part of young learners' development and contributes to learners social, personal, and emotional development. There are numerous advantages of Physical Education in the Foundation Phase, such as: Gross-and fine motor skills of learners will develop and improve. Physical activity supports the development of perceptual developmental skills. Learners will also develop the attitudes and values necessary for healthy interactions . Refer to pages 357 to 395 in Naudé and Meier (2025) for more information regarding this discipline. As we focus on Beginning Knowledge in this module, you do not have to study the pages closely.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 8 Now do Self-reflection 2 below. Self-reflection 2 Consider the following questions carefully. You do not need to write down your answers but take time to think through each one. 1. Did you have Physical Education at school? What skills did you develop in this discipline? 2. Can you identify five reasons why you think Physical Education is important for learners? 3. Does physical education have an impact on teaching and learning in the classroom? What makes you think this? 1.3.3 Personal and Social Well-being The Personal and Social Well-being study area develops children's attitudes, values, and knowledge about their social, emotional, and physical health. An important part of this study area is helping children become tolerant and democratic members of society. Young children are still learning how to interact with those around them, and how to take care of themselves. Refer to pages 397 to 520 in Naudé and Meier (2025) for more information regarding this discipline. As we focus on Beginning Knowledge in this module, you do not have to study the pages closely.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 9 Now do Self-reflection 3 below. Self-reflection 3 Consider the following questions carefully. You do not need to write down your answers, but take time to think through each one. 1. What does Personal and Social Well-being involve? 2. Why must a teacher consider a learner's Personal and Social Well- being? 3. Is it a waste of valuable teaching time to focus on Personal and Social Well-being? Provide five reasons that motivate your answer. 1.3.4 Beginning Knowledge Beginning Knowledge is the area in which new concepts and content are taught to learners. These concepts and content relate to specific topics as identified in the Life Skills Grades R- 3 CAPS document . Beginning Knowledge is the focus of this module, so we discuss this area more in the next sections. Now that you have thought about your understanding of the different study areas of Life Skills, read the section "2.3 Explaining the Life Skills study areas" of the Life Skills Grades R- 3 CAPS document (DoBE, 2011:8 - 9). While reading, ensure that you have a clear understanding of how the aims of the CAPS document link to the various study areas. Remember in the FP, these study areas are integrated, and several concepts, skills, and values are to be taught simultaneously. Complete Writing Activity 1 that follows, which will help you to revise your knowledge and understanding of the disciplines.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 10 Note Note: For writing activities, we recommend that you write your answers in pencil so that you can erase them and use the exercise again when it is time to do revision for the test. Alternatively, write your answers on a separate piece of paper. Writing Activity 1 Refer to the Life Skills Grades R- 3 CAPS document (DoBE, 2011:8 - 9). In your own words, describe and explain the purpose of each of the content areas listed below. Note that you can find model answers below. 1. Personal and Social Wellbeing ____________________________________________________ _________________________________________________________ _________________________________________________________ 2. Creative Arts _________________________________________________________ _________________________________________________________ _________________________________________________________ 3. Physical Education _________________________________________________________ _________________________________________________________ _________________________________________________________
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 11 Answers: (1) Personal and social wellbeing. Description: Includes personal, emotional, and social health; investigates relationships with people and the environment. Purpose: Teaches learners to contribute to family and society; encourages responsibility and accountability. (2) Creative arts. Description : Includes visual and dramatic arts (dance, drama, music); encourages 2D and 3D visual art. Purpose: Encourages independence and self-awareness, develops creativity and self-expression. (3) Physical education. Description: Motor development integral to the whole child; games, movement, and sport. Purpose: Physical, emotional, personal, and social development. We now move on to discuss Beginning Knowledge, which is the focus of this module. 1.4 BEGINNING KNOWLEDGE As mentioned in the previous section, Beginning Knowledge (BKN) is a content area within the Life Skills curriculum. To examine the BKN area more closely, the following points will be discussed: Content, concepts, and skills; Sequencing and progression using the topics in the Foundation Phase. time allocations; and integration within the classroom. 1.4.1 Content, concepts, and skills of Beginning Knowledge BKN lessons contain certain content (information) and concepts (ideas). These concepts and content relate to specific themes as identified in the Life Skills Grades R- 3 CAPS document (DoBE, 2011:8). Beginning Knowledge focuses on the following disciplines: Social Sciences (history and geography) Natural Sciences Technology Table 2 identifies the key concepts in the Social Sciences and Natural Sciences, as stipulated in the Life Skills Grades R- 3 CAPS document (DoBE 2011:8).
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 12 Table 2: Key concepts in the Social and Natural Sciences The content that you teach your learners will relate to the key concepts listed in Table 2 above. Look at Teaching Example 1 below. Teaching Example 1 Concepts are defined as an abstract idea Content is a mode of presentation of the facts/ideas. For instance, if you are teaching on the concept of conservation, you will include content relating to wildlife, water, habitats, the environment, and energy.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 13 The curriculum for Beginning Knowledge also covers certain key process skills that FP learners must develop. According to the Life Skills Grades R- 3 CAPS document , Table 3 below outlines the key process skills which you must develop in the Natural Sciences and Technology disciplines, (DoBE, 2011:8). Table 3 : Key process skills in the sciences and technology KEY PROCESS SKILLS Scientific Process Skills Technological Process Skills Observe Investigate Compare Design Classify Make Measure Evaluate Experiment (Prediction) Communicate Communicate Can you remember all the content and concepts you learnt when you were in the FP? Naturally, it may not be possible! Since people do not retain everything, they have ever heard, it is critical to develop the key process skills that the learners will use to think critically and independently research information. The skills listed in Table 3 will support learners to become critical thinkers. As a teacher, you must give your learners enough opportunities to discover things for themselves, and to arrive at their own conclusions. When we look at Natural Sciences, a teacher will often demonstrate and experiment with learners; for instance, demonstrating a remarkably simple floating-and- sinking experiment. Often, teachers rarely stop to think about how much the learners are learning by just watching some objects sink while others float.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 14 Look at Teaching Example 2 below to understand how best to conduct an experiment with your learners. Teaching Example 2 When doing an experiment such as the one explained above, you should first encourage the children to predict what they think will happen when you put different objects (such as a stone, an eraser, and a pencil) in a bucket of water. Once they have made their predictions, they can experiment by placing the objects into the water and observing what happens. Note that you can involve the children in the physical act of placing the different objects in the water, rather than doing it yourself. The children should then record their findings by drawing pictures of what they see. They can then compare the results by communicating with their friends so that they can conclude whether their predictions are correct. The Technology process skills listed in Table 3 above are sequential and follow each other. Teaching children the flow of these skills helps them learn how to solve problems. Look at Teaching Example 3 below to understand how this works. Teaching Example 3 If you are planning an activity that requires them to make something out of recyclable material. Children could be told that they have gone to a friend's house to borrow some eggs, but that they have forgotten to bring a container in which to carry the eggs home. Their task is to make a container that can transport the eggs home safely. The learners must first investigate by asking themselves questions such as: What is the problem? What do I need to do? What do I need to know so that I can solve the problem? Each learner must then make drawings of containers – design containers – so that they can decide which one is the best option. They must each then make their chosen container using the resources provided. For the learners
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 15 to evaluate the effectiveness of their respective containers, they must test (evaluate) them by carrying eggs in them. Finally, the learners must communicate their results with the class, each saying if their container was able to transport the eggs safely. Note that we further address specific process skills in Topics 3 and 4. For now, we move on to discuss the use of topics (themes) in the FP. 1.4.2 Sequencing and progression using the topics in Life Skills Education The study areas Beginning Knowledge and Personal and Social Well-being are taught using topics (themes). These topics help teachers organise information into manageable chunks for children. The CAPS document further breaks up the topics, into subtopics that will guide specific lesson planning (DoBE, 2011). These topics and subtopics also help teachers to integrate the teaching of Beginning Knowledge across the curriculum and combine different topics with each other (DoBE, 2011:14). As noted in Naudé and Meier (2025:14), sequencing and progression in Life Skills education are critical for ensuring that learners build on their prior knowledge and skills. By following a clear sequence, teachers can scaffold learning effectively, allowing for a smoother progression from one topic to the next. This helps learners develop a deeper understanding of concepts as they move through the curriculum. Additionally, if we consider brain development, the interconnections of neurons formed in the early years will help with the depth of learning (David, 2007:97). These neural connections enable children to make meaningful links between concepts, helping them to integrate and apply their learning across various contexts. According to Bergin & Bergin (2019:164), the brain adapts to experience so that experience becomes biology. An integrated approach is important as it helps children to see that learning has a context, and is not done in isolation (Excell and Linington, 2015). Teachers use topics to create a framework for the teaching and learning of Language Mathematics, and Life Skills.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 16 Look at Teaching Example 4 below to understand how you could use the subtopic of water saving. Teaching Example 4 In Grade R, Term 3 (DoBE, 2011:19) Water Saving is one of our subtopics. We can talk about the history of water conservation and examine the water sources in our environment (Social Sciences). We realise that there are water shortages in the area, and this is a problem. We can then identify and investigate this problem and make a product to collect the rainwater (Technology). To make this product Mathematics and Art skills will be used and integrated. In this module, we focus on one component of the "Beginning Knowledge and Personal and Social Well-being" topic. It's important to link the topic and subtopics across the different disciplines of Beginning Knowledge and Personal and Social Well-being to provide a comprehensive learning experience. The Life Skills Grades R- 3 CAPS document (DoBE, 2011) provides broad topics, with suggestions of what to cover in lessons. Remember while these suggestions are helpful, they do not cover every possibility, so teachers are encouraged to extend and adapt the learning experiences to fit the learners' context. It's essential to link topics and adapt them for the school's and learners' needs (DoBE, 2011:14). When selecting teaching strategies, consider the most suitable approach for the topic, creating engaging learning corners / areas for activities. As you prepare, it's crucial to consider the children's context, prior knowledge, and interests. Building on what they already know while introducing new content ensures that their knowledge develops appropriately. Now read pages 15, 16, 30, 42 and 54 in the Life Skills Grades R- 3 CAPS document (DoBE, 2011).
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 17 That done, work through Writing Activity 2 below. Writing Activity 2 In the table below, write down the Beginning Knowledge Personal and Social Well-being topics covered during the first term for each FP grade. There is a model answer provided below. GRADE R GRADE 1 GRADE 2 GRADE 3 Answers: GRADE R GRADE 1 GRADE 2 GRADE 3 Me Me What we need to live About me At school At school Myself and others Feelings In the classroom Healthy habits Everyone is special Health protection Books The weather Healthy living Keeping my body safe
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 18 GRADE R GRADE 1 GRADE 2 GRADE 3 Days of the week Religious days and other special days Religious days and other special days Rights and responsibilities My body Religious days and other special days Healthy living Summer Shapes and colours around us Festivals and special days 1.4.3 Time allocations The different Life Skills study areas are each allocated a specific amount of time per week so that teachers can effectively organise and schedule their teaching time. Beginning Knowledge and Personal and Social Well-being are integrated study areas that are developed through focussed activities linked to specific topics. In Grades R, 1 and 2, two hours are allocated for the teaching of these topics. In Grade 3, an additional hour is allocated for Beginning Knowledge and Personal and Social Well-being, to allow more time for learning the content, values, and skills. The Life Skills Grades R- 3 CAPS document (DoBE, 2011) specifies time frames per topic for Beginning Knowledge and Personal and Social Well-being. For example, four hours have been allocated to the Grade 2 topic, "What we need to live" (DoBE, 2011:42). However, since we spend 2 hours per week on this discipline, we will cover this topic over two weeks. The subtopics underneath this topic will therefore not be covered in one lesson but spread over different lessons during the two weeks.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 19 Refer to the table on page 6 in the Life Skills Grades R- 3 CAPS document (DoBE, 2011) and then complete Writing Activity 3 below. Writing Activity 3 1. Complete the table below by indicating the hours per week allocated to each of the Life skills study areas per grade. LIFE SKILLS STUDY AREA GRADES R- 2 GRADE 3 Beginning Knowledge and Personal and Social Well-being Creative arts Physical education Total hours per week 6 7 2. What is the estimated number of weeks required to cover the Beginning Knowledge and Personal and Social Well-being topic of Seasons? (DoBE, 2011: 43) _________________________________________________________ 3. What is the time allocation for Beginning Knowledge in the Foundation Phase per week for Grade 3? _________________________________________________________ Answers: 1. Please see page 6 in the Life Skills Grades R – 3 CAPS document. 2. 3 weeks (6 hours per topic and 2 hours per week). 3. 2 hours 1.4.4 Integration within the classroom As highlighted in 1.6.2 of Naudé and Meier (2025), the sequencing and progression learners follow is outlined in the curriculum. However, we must also consider integration across different disciplines. Integration involves addressing concepts and skills related to Language, Mathematics, and Life skills together or in a blended fashion in activities as discussed in 1.4.2 (Excell and
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 20 Linington, 2015). In a FP classroom, teaching, and learning must follow a play- based approach. Children learn best through play, as this is how they begin to make sense of the world around them. As children play, they explore and investigate and develop skills like decision-making and problem-solving. When they play, children are actively participating in activities, and they can construct their own knowledge and understanding, a process discussed further in Topic 2. Returning to the concept of integration, you'll know from your own experiences that when you play you don't just address one concept, skill, or attitude. Instead, you must think of or develop several different things at the same time. The inclusion of all these concepts, skills, values, and attitudes in one activity is what we refer to as integration. Look at Teaching Example 5 below for an example of a Grade R activity that integrates concepts, skills, and values across the curriculum. Teaching Example 5 Integration can occur when children engage in fantasy play. For example, learners may pretend to go to the shop. The group of learners playing together will need to develop life skills (related to the study area of Personal and Social Well-being) as they negotiate who will take on which role in the game. There may be a conflict that needs to be resolved, and compromises that may need to be made. The learners will also need to develop their language skills as they speak and listen as part of their roles. The organisation of the shop itself may involve mathematical skills, as they'll need to coordinate the number items on the selves, as well as spatially work out the layout of the shop. The time allocation for BKN in the Grade R daily programme is insufficient. To address this, it is important to increase the time allocated to this subject and ensure that a connection is made within the daily schedule. One effective approach is to link topics and activities throughout the day, creating a cohesive learning experience that integrates Beginning Knowledge with other areas of the curriculum. This not only helps to maximise the available time but also reinforces learning by allowing students to engage with concepts in multiple contexts.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 21 Please read pages 30 and 31 of Chapter 2 and pages 231 to 233 of Chapter 13 in the Handbook for Grade R Teaching by Davin (2020). Additionally, review pages 10 and 11 of the Life Skills Grades R- 3 CAPS document (DoBE, 2011). Next, work on Writing Activity 4 below. Writing Activity 4 Refer to the daily schedule on page 31 of Davin (2020) and create activities that will promote the Beginning Knowledge skills, values, and knowledge throughout the daily programme in Grade R. A guideline of a suggested answer is provided below. Daily Schedule Example of activities that will promote Beginning Knowledge Answers: Example: Routine activities (Social Science and Personal and Social -Well-being) cleaning up, toilet routine (hygiene), Weather chart (Social Science), Feel play with blocks (construction – Technology). 1.4.5 Learning and Teaching Styles to consider. Learners display different learning styles, and the teacher needs to consider this in her teaching style and planning of activities. According to Gardner, learners possess various types of intelligences, and integrating these different intelligences into classroom activities ensures that all students can engage with the content in ways that match their individual strengths (Naudé and Meier, 2025:15 - 17). For instance, some students might excel in linguistic intelligence,
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 22 benefiting from activities like storytelling, poems, or riddles. Others might connect more with bodily-kinesthetic activities like role-play or drawing to express their understanding. Naudé and Meier (2020) suggested several activities, such as role play, pair and group work, brainstorming, whole-class discussions, questioning, drawing, storytelling, and poems / riddles, which can be utilised to promote deep engagement and ensure that learners are exposed to various ways of thinking and learning. For example, role-play and drawing can provide opportunities for children to demonstrate their understanding in creative, hands-on ways, supporting kinesthetic and visual learners. Storytelling and poems allow children to make connections between abstract concepts and real-life experiences, fostering a deeper understanding through language and culture. Additionally, whole-class discussions or group tasks encourage communication, collaboration, and critical thinking. These activities support interpersonal intelligence and help learners work together to solve problems and construct knowledge collectively. When implementing these activities, it's important to try new methods, reflect on their effectiveness, and adjust for improvement. Even if an activity doesn't work perfectly the first time, these reflections are invaluable for growing as an educator and enhancing student learning. Refer to pages 14 to 17 of Chapter 1 in your prescribe textbook for more information regarding the relationship between learning and teaching styles. As we move forward in this module, we will examine Piaget and Vygotsky's theories on how children learn, as both theorists emphasise the active role children play in constructing their own knowledge. Understanding these developmental perspectives will help you apply various strategies and approaches that promote active engagement and support children in their learning journey. Ultimately, using these diverse teaching methods, informed by both developmental and cultural considerations, will help create a more inclusive, effective, and dynamic Life Skills education program.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 23 Now think about what you have read and complete Writing Activity 5 below. Writing Activity 5 Identify the different learners' multiple intelligences as proposed by Howard Gardner (Naudé and Meier, 2025). Consider how each intelligence can be addressed and reflect on activities you have used in your classroom (or have encountered in your readings or practice) that cater to these intelligences. Learners' multiple intelligences Create an integrated activity Answers: Please see pages 14 to 17 in Naudé and Meier. 1.5 IMPORTANCE OF RESEARCH Now read page 229 of Chapter 13 in your textbook Davin, R. 2020. Handbook for Grade R Teaching . 2 nd ed. to gain more information on the knowledge base of the teachers. As you saw in section 1.4.2, several topics are repeated across grades. Sometimes teachers find it easier to prepare lessons from their own knowledge of the topic, and according to what they think is important or interesting. This can result in children being taught the same information in different grades.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 24 Teachers need to be careful not to repeat the same content in each grade but extend the learners knowledge. It is important to remember that children need to learn more than their own general knowledge. Do not assume that just because children are young, they can't cope with new information in the Social Sciences, Natural Sciences, and Technology areas. Many children are thirsty for new information, and they love lessons that teach them new things about the world around them.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 25 Summary In Topic 1, Unpacking Life Skills , you learned about the subject Life Skills and the different study areas that make up this subject, namely Beginning Knowledge, Creative Arts, Physical Education and Personal and Social Well- being. We considered the way that Life Skills are taught using topics and discussed the value of your own research of these topics. You have come to the end of our discussion on Unpacking Life Skills: BKN. We trust that you now have a comprehensive understanding of the study areas (Beginning Knowledge, Creative Arts, Physical Education and Personal and Social Well-being) within the subject, as well as the time allocations for the teaching of this subject. Only move on to Topic 2 if you are confident that you understand the content in the present lesson. Self-Assessment Questions Test your knowledge of Topic 1 by completing the Self-Assessment Questions below. When you answer the questions, do not look at the suggested answers that we give at the end of this study guide. Look at them only after you have written your answers and then compare your answers with ours. 1. The subject Life Skills forms part of the Foundation Phase curriculum. Name five outcomes that you, as a teacher, would like to fulfil while teaching a life skills lesson. 2. Create a concept map in which you show how you would plan a Beginning Knowledge lesson on the theme Summer . In your planning, include the three subject areas Social Sciences, Natural Sciences, and Technology. 3. What is the estimated number of weeks required to cover the topic Public Safety for Beginning Knowledge and Personal and Social Well- being (DoBE, 2011: 56). 4. List the disciplines that we focus on in Beginning Knowledge in the FP.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 26 Topic 2 Children's Understanding and Ways of Learning 2.1 INTRODUCTION The topic, Children's Understanding, and Ways of Learning, relates to the following module outcomes: Show the relationship between people and the environment. Select, analyse and implement a variety of teaching approaches to facilitate learning in the study area Beginning Knowledge. Realise the importance of and encouraging active learning through a hands-on approach linked to the learner's everyday environment and ways in which they learn. In this topic, you will gain knowledge in the following areas: 1. Learners understanding and thinking and their own cultural and everyday experiences 2. The way learners perceive the world 3. Knowledge constructions 4. Interactive pedagogy: Exploration and discovery-based approaches and theme tables 5. The Cultural-historical approach and border- crossing and the impact on the Beginning Knowledge lessons 6. The importance of learning as participation and through social practice 7. Moving through learning rather than to learning 8. Vygotsky's view of the social, cultural, and historical contexts in which learners gain knowledge In Topic 2, we discuss children's understanding, thinking, and perceptions of the world around them. We consider Vygotsky's views on the influence of culture, life experiences and prior knowledge influences learning, so you recognise that diverse backgrounds and previous knowledge result in different viewpoints/perspectives. It is important that you develop a respect and appreciation of scientific views in other cultures. We also discuss how
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 27 knowledge is constructed by looking at Piaget's constructivist theory and the notion of play-based learning. We begin the lesson by discussing children's varying ways of thinking and understanding the world. We then discuss a cultural-historical approach to science education. Finally, we go over the important concept of 'border-crossing' and examine the difference between moving through learning rather than to learning. We consider the classroom and playground set-up to guide the learners with their prior knowledge. Prescribed Media Your prescribed media for Topic 2 are as follows: Pages 3 to 24 of Chapter 1 from your textbook: Naudé, M. and Meier, C. (2025). Teaching Life Skills in the Foundation Phase. 3rd ed. Pretoria: Van Schaik. Fleer, M. 2013. Vygotsky's theory and science . [online]. Available at: www.youtube.com/watch?v=KghkFv^4y- 4c. [Accessed on 30 Oct 2023]. Jegede, O. and Aikenhead, G. 1999. 'Transcending Cultural Borders: Implications for Science Teaching'. Journal for Science & Technology Education .17(1):45 - 66. https://www.tandfonline.com/doi/abs/ 10.1080 / 0263514990170104. [Accessed on 30 Oct 2023]. Page 25 of Chapter 2 in your textbook Davin, R. 2020. Handbook for Grade R Teaching . 2 nd ed. Pearson. 2.2 CHILDREN'S THINKING: LEARNING WHAT COMES NATURALLY If you've ever asked children questions, you'll know that every child has their own way of answering, which highlights that children have their own ideas and thoughts. Some of their answers are what you would expect, but other answers may leave your puzzled as you realise you have no understanding of how the child arrived at the answer. It's only when you start probing further that you can perhaps understand why the child thought and reasoned as he or she did (Fleer, 2015). In his book " The Power of Play ", David (2007:91 - 103) addresses three misunderstandings that society holds about how young children learn,
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 28 and about the role adults play in their instruction. These misunderstandings ("Watch me," "Little sponge," and "Look harder") stem from adult-centric assumptions: The "Watch me" misunderstanding suggests that simply observing or imitating skilled individuals is sufficient for learning. The "Little sponge" misconception assumes children absorb information just as adults do, ignoring developmental differences. The "Look harder" misunderstanding implies that children fail to learn because they are not paying enough attention (they need to be looking harder). However, research on perceptual development has shown that students' perspectives on the world differ from ours (David, 2007:99). It is difficult to put ourselves in their shoes, and really see the world through the eyes of a child. Consequently, we make assumptions, and this can be harmful or ineffective, if they are wrong. It is essential to approach learning through their eyes, actively incorporating their voices into the educational process. By doing so, we not only challenge assumptions but also foster a deeper understanding of their thinking. David (2007:91) emphasises that infants and young children learn through self-initiated exploration and discovery. He beliefs that combining play, love, and work is key for academic achievement (David, 2007:210). Planning effective lessons requires us to consider how children think, learn, and make new connections – and this involves listening to the child's voice and using it as a guide. Several factors influence children's thought processes such as: the environment in which they live. the way in which they interact within that environment. the beliefs of the community in which they live. their age. These factors (as well as others) all shape children's ideas and actions. It is often difficult to separate these factors, as they are interconnected and have a direct influence on how children view the world. Recognising and valuing their voices can help us understand these influences and support them effectively.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 29 2.2.1 The "voice of the child" Now read pages 17 to 20 of your textbook, Teaching Life Skills in the Foundation Phase by Naudé and Meier (2025) at 1.8 for a detailed explanation of the "voice of the child" in the Life Skills curriculum. Look at Teaching Example 6 below. Teaching Example 6 Stefan, aged seven, was asked where he thought water came from. "It comes from the sewers," he answered. The teacher was surprised by his answer, so she decided to question him further. She asked him if knew what sewers were, and after some thought he stated: "Sewers are places where people live. They are good places, as Ninja Turtles live there, and they get water to live." This example illustrates how media influences children's understanding. Stefan has drawn his viewpoint from watching a television program and has thereby formed his own ideas on sewers. By giving Stefan the opportunity to voice his ideas, the teacher could uncover his reasoning and address any misconceptions. It demonstrates the importance of asking open-ended questions and listening carefully to children's responses to understand their perspectives. As teachers, we may not always grasp the connections learners make, Naudé and Meier (2025:18 - 20) highlight various strategies for listening to children and the importance of creating appropriate settings to hear their perspectives. Asking open-ended questions is one way to understand how children perceive the world around them. For example, when Stefan connected water to sewers, the teacher initially struggled to grasp his reasoning. However, by probing further, the teacher gained insight into his thought process, shaped by his exposure to television. As teachers, we must prioritise the voice of the child, acknowledging that their ideas often differ significantly from those of adults. These differences, rooted in cultural or everyday experiences, may influence how they interpret and learn scientific concepts (Fleer,2015). Listening to their voices allows us to bridge the gap between their existing knowledge and the intended educational outcomes.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 30 According to Fleer (2015:30 - 31): Children develop mini – theories about their environment, based on their own cultural or everyday experiences (everyday explanations, alternative views, or misconceptions). Children's existing ideas may or may not match those of Western school science. Children make sense of science ideas or lessons in relation to the existing views they hold. Differences in children's every day or cultural ideas and Western school science cause variations in how children make sense of science activities. Some children's ideas do not change as a result of science education. We now move on to discuss how children construct their knowledge, and how they perceive the world around them. Incorporating the voice of the child in these discussions helps teachers better understand how children construct knowledge and perceive the world around them. 2.3 KNOWLEDGE CONSTRUCTION AND TEACHING METHODS TO LET THE "VOICE OF THE CHILD" BE HEARD As seen in our discussion in the previous section, learners learn through their experiences and interactions with the world around them in a play-based, hands-on manner. "Learning is the product of play-generated experiences limited only by the child's level of intellectual development" (David:2007:103). In this section, we will explore in more detail how learners construct knowledge and what is meant by the concept of 'voice for the child' in the Life Skills curriculum. To do this, we look at the theory of Piaget and Vygotsky, and their views on how learners actively construct their own knowledge and understanding. Now read pages 20 to 23 of your textbook, Teaching Life Skills in the Foundation Phase by Naudé and Meier (2025) at 1.8 for a detailed explanation of the "voice of the child" in the Life Skills curriculum.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 31 2.3.1 Constructivism Think about this as you complete Self-reflection 4 below. Self-reflection 4 Think of a situation in your own life where you were told to do or not do something, and you didn't listen. 1. What was the outcome of the situation? 2. Did you learn anything from the experience? 3. Would the same learning have occurred if you'd listened and followed the instruction or advice? The Swiss psychologist Jean Piaget's (1896 to 1980) theory of constructivism says that children learn best by being actively involved in discovering the world around them. He believed that children cannot simply be told information and be expected to remember it. He argued that children need to construct knowledge for themselves (Excell and Linington, 2015). Look at Teaching Example 7 below. Teaching Example 7 A girl has been repeatedly warned by her mother that a pot on the stove is hot, but she still tries to reach out and eventually -manages to touch it. In this case, the girl couldn't passively learn that a pot on the stove will be hot but had to actively touch one to discover for herself that it's hot and unpleasant to touch. It's through this action that she'll be unlikely to touch another pot on the stove because the knowledge constructed through active discovery is long-lasting and meaningful. Piaget viewed play as being a necessary part of children's learning, and his constructivist view of learning emphasises that children need to be actively involved in activities to construct their own knowledge and understanding and not a passive receiver of knowledge (Bergin & Bergin, 2019:181). During play
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 32 activities, children can fully engage with the environment by using their senses and their bodies, as well as by involving their imaginations (Excell and Linington 2015). See the core principles listed on pages 20 to 22 in Naudé and Meier (2025). 2.3.2 Social Constructivism The Soviet psychologist Lev Vygotsky (1896 - 1934) shared similarities with Piaget in emphasising that children actively construct knowledge. However, Vygotsky extended Piaget's ideas by emphasising that it's also important for children to interact with each other in meaningful cultural activities, with guidance and support from more skilled adults or partners. This extension of Piaget's theory is why Vygotsky's theory is often called cultural-historical, or sociocultural theory (Bergin & Bergin, 2019:182), and suggests that a child's cognitive development is influenced by the sociocultural environment, with language playing a key role. A central concept is the Zone of Proximal Development (ZPD), which represents the gap between what a learner can do independently and what they can achieve with support or scaffolding (Bergin & Bergin, 2019:183). Vygotsky argued that play is an essential way for children to create opportunities for learning, as this is a key time for them to practice social and cultural norms and to develop their language. As adults, we sometimes think that play is just for fun, or even a waste of time. But what we've then forgotten is that when children play, they're able to develop their confidence by taking risks in a safe environment, and in this way, they begin to make sense of their world (Excell and Linington 2015). He also emphasised the two interconnected levels at which children develop concepts, namely the everyday level and the scientific level (Fleer, 2015:47, 245 – 248). Figure 2 below illustrates how these levels are both necessary for developing concepts. Figure 2 : Two interconnected levels are required to develop concepts in children (adapted from Rayner, 2022) Everyday level: experiences and interaction with the world Developing concepts Scientific level: Scientifi concepts and understanding
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 33 Learners learn concepts and create ideas when they are interacting with the environment on an everyday basis. They learn through experiences and thereby develop a natural understanding of how things work. However, Vygotsky believed that without conscious intervention, these everyday experiences cannot easily be transferred into higher-order thinking, and the formation of scientific concepts remain undeveloped (Excell & Linington: 2015, Fleer: 2015:247). Let's look at Teaching Example 8 now. Teaching Example 8 Imagine that a preschool teacher gives the children in her class, powder paint, and water to mix. They mix the powder paint with water. Depending on the amount of water and powder paint given, the consistency of the paint will vary. This is the everyday level (experiences) that a preschool child should have (as shown in Figure 2). The important aspect here is that the teacher must develop this experience further and use the everyday experience to develop the Scientific level (Figure 2). The children must be made aware of terminology such as liquids, solids, and solutions. They must be given the opportunity to explore the relationship between liquids (water) and solids (powder paint). The teacher must allow children to have more water and less powder paint when mixing, and then compare what happens if more powder paint is added to the mixture. Questions must be used to further children's thinking and thus allow children to see and make new connections. In this way, children start to form basic scientific concepts. In this example, children can gain knowledge and understanding of liquids and solids, as well as the beginning concepts of ratio.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 34 You can now do Online Activity 2 below. Online Activity 2 Watch the YouTube video Vygotsky's theory and science (Fleer, 2013) in which Fleer explains how she believes children understand and develop new concepts based on Vygotsky's theory of everyday and scientific concept formation in early childhood. The link is below and can also be found on the LMS. www.youtube.com/watch?v=KghkFv^4y- 4candt= 1s Next, proceed with Writing Activity 6 below. Writing Activity 6 Now, let's think about what Constructivist theory means to us in practical terms. You want to develop knowledge on insulation with your Grade R class. You have chosen a two-week theme on winter to address this concept. 1. What would you first have to consider before looking for an activity? 2. Research a hands-on activity for a social science, natural science, or technology lesson. Ensure that the activity is relevant to the children in your class and fulfils the outcome you've chosen. 3. Now, using your understanding of Vygotsky's theory, explain how you would further a Grade R child's knowledge on isolation. 4. Which core principles of constructivism were applied in the activity? There is a model answer provided below. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 35 Answers: 1. You'll have to consider prior knowledge of the children, relevance to the children, a link to the theme of winter, outcome, and personal knowledge on both winter and insulation. 2. Any suitable and relevant activity, for example: looking at the fabric of different jackets or jerseys; a hands-on experiment with different children wearing different types of jackets; practically investigating the fabric and discussing which one keeps us warmer and why; designing a jacket for them to wear in winter. 3. Throughout the year, keep building on this foundation knowledge wherever possible. Expose them to different situations where insulation is used, for example: flasks used on an outing, or how thatching keeps houses warm in winter and cool in summer. Encourage questions and investigations. 4. See pages 20 to 22 in Naudé and Meier. 2.4 CULTURAL-HISTORICAL APPROACH: MOVING THROUGH LEARNING Unpacking Life Skills for Developmentally and Culturally Appropriate Life Skills Education involves considering both the developmental needs of learners and their cultural contexts while selecting teaching methods. When teaching Beginning Knowledge, it is essential to ensure that the methods used are developmentally appropriate, meaning they align with the children's cognitive and emotional stages. In addition, the activities chosen must reflect the cultural diversity of the learners, allowing them to see themselves in the content and making the learning meaningful. Constructivism has played an important role in understanding the way that children learn (Fleer, 2015). However, research has shown that children's learning of science needs more intervention than suggested by the constructivist theory. Vygotsky's focus on the impact of social, historical, and cultural contexts on children's learning provides a broader perspective than the constructivist theory (Fleer, 2015:241). According to Fleer (2015: 242) the Cultural-historical theory focuses on context, taking the following into consideration: social relationships shape children and how children shape their social relations; community values; family beliefs and practices; and past practices that lay the foundation of what learners pay attention to. Refer to pages 5 to 9 in Naudé and Meier (2025) as it will provide you with additional information on how to create culturally appropriate Life Skills education.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 36 Now complete Writing Activity 7 below. Writing Activity 7 Select a topic that is covered in Life Skills, such as seasons or transport. 1. Write a description of how your own knowledge of this topic has been influenced by your: • social relationships. family beliefs and practices. • community values. past practices. 2. According to the NAEYC, as cited in Naudé and Meier (2025:9), the effectiveness of Life Skills education centers on three considerations. Explain these three considerations and discuss how they contribute to the success of Life Skills education in FP. A model answer is provided below. __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ Answers: (1) Children's contexts and social interactions will influence their understanding of concepts. If we consider the theme of transport as a topic, we can easily see that children's
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 37 contexts would have an impact on their understanding. Children's social relationships will influence their thinking about who uses different types of transport, which will then affect their perception of each of these types of transport. Communities will value the various modes of transport in different ways for different reasons, and so children will view each of these modes of transport in a way that connects with the views of their community. Families will direct children's perception of transport, and its value and significance, through their conversations and interactions. A caregiver's beliefs and values are very often passed on to children through these interactions, and children will then take these beliefs with them into formal learning situations. Past practices will also play a part in developing children's understanding of the topic. Think of a child who lives in a community where few people have their own car – this child will have a very different perception of transport to a child who lives in a community where most families have two vehicles. (2) See page 9 in Naudé and Meier (2025). It is necessary for teachers to remember that a child's context is part of their community of practice. A community of practice is a group of people who share a problem (concern) or an interest for something they do and learn how to do it better as they interact regularly for example the classroom. In other words, children learn through first observing and then participating in the practices of their community. These practices have value and meaning to each specific community, so children can see the relevance of what they are learning. In a classroom, it is more difficult for children to see the relevance of what they are meant to learn, because content is often presented in an isolated way. So, even though a classroom of learners may be seen as a community of sorts, the content and skills being developed often do not have value or meaning to all members of that classroom community. This means that some children may struggle to build on their existing knowledge, and end up learning concepts off by heart rather than with understanding. We should give the learners time and space to play with the concepts, sources, and ideas in science (conceptual play) (Fleer, 2015:245). According to Fleer (2015:234), a teacher can focus on the following aspects in the science classroom. You can also implement this in the other Beginning Knowledge disciplines: learning science is a social process; Science learning is a collective process; Learning science must be personally and socially meaningful; and Assessment of science learning is a collaborative process between child and teacher. The cultural-historical theory helps us to see that we move through the learning process, rather than moving to learning, as our knowledge is shaped by our contexts and interactions.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 38 2.4.1 Moving through learning rather than to learning Some teachers view learning as a step or a leap from a position of not knowing to a position of knowing. This suggests that a knowledgeable person, such as a teacher, can provide children with information so that they can learn, and thus make the shift to a point of knowing. Another way of looking at it could be that a person uses a book (or any other information source) to help them move to this point of knowing. In both examples, we can see that the person who is learning seems to receive information so that they know more (Fleer, 2015). However, we have not thought about the role that the social, cultural, and historical contexts play on a person's process of learning. Learning is more like a journey, where various contexts and relationships influence the person's understanding at various times. Children in your class will start the learning journey with certain perceptions and beliefs based on their family and community views (their prior knowledge). These views will shape the way the children see and learn any new information. The social relationships within the classroom may also change the way that children understand new information. Children may discuss their new knowledge, and in doing so find out that there are ways of understanding the content. The journey of learning has pit stops along the way, which change the way that children see and understand the information. These pit stops are the various contexts and relationships as explained in the previous paragraph. Traditionally, teachers have seen learning as a destination rather than a journey. This means that the focus has been on the endpoint, the gaining of knowledge, rather than on the process of attaining that knowledge. One of the limitations of this traditional way of thinking is that teachers forget that children are likely to develop different understandings of the new information based on their contexts and relationships.
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 39 Continue with Writing Activity 8 to think about how our contexts and interactions influence our understanding. Writing Activity 8 Talk to a friend or a family member about a shared experience, such as a holiday or celebration (party). Find out if you both have the same views on the event and discuss what has led to you having similar or different views. We've provided an example of how your answer should be structured below. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Answers: Your answer should be structured like this: A husband and wife are having a party for the husband's 40th birthday. This is what the husband did: Wrote down the names of people he would like to invite and made some suggestions regarding food and drink. Spent the party catching up with friends and slept late the next morning. Thinks the party was an enormous success and remembers the event fondly with a strong desire to do it again in the near future. This is what the wife did: organised the invitations, food, and drink, as well as her husband's gift. spent the party making sure everyone had enough to eat and drink, and then cleaned everything up the next morning; and thinks the party was stressful and exhausting (she does not want a similar celebration for her own 40th birthday). From the discussion above, you can see that there are three specific focus areas or lenses that influence a child's learning (Fleer, 2015:46). The first of these is what the child already knows (Individual lens). The knowledge children bring from their community or family will determine how they understand new information. The second focus area is the child's social relationships
© STADIO (Pty) Ltd Beginning Knowledge BKN^102 2025_12 40 (interpersonal lens). Interactions with others influence the way that a child learns new information. The last focus area includes the child's different contexts (cultural-institutional lens). These communities of practice will influence how the child makes meaning of the new information. As teachers, we need to be understanding of the fact that children's contexts and experiences will influence the way that they make meaning. Now work through Self-reflection 5 below. Self-reflection 5 Think about a group work situation that you have experienced in a classroom. Try to identify how the three lenses influenced the learning in that situation. Use the points below to help you: Individual focus (lens): What was each child's prior knowledge and experience of the topic? What was the teacher's own knowledge and experience of the topic? Interpersonal focus (lens): How did the children interact with each other? What did the teacher know about the interpersonal cultural norms relevant to the children? Cultural-institutional focus (lens): What contexts do the children come from? What did the teacher do to create a meaningful classroom context for the children? Learning is a social activity where children learn both with and from their peers and their teacher. We need to realise that the interactions between children and the teacher, as well as between children themselves, help children make sense of information in a way that is meaningful to their everyday lives. All of us have experienced situations that showed us that something is difficult to understand when we cannot apply it, or make it relevant, to our daily lives. Teachers need to include different group activities in Beginning Knowledge so that learners can learn from each other.
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Step 1:Identify Five Outcomes for Life Skills Lessons
Review the module outcomes and select five key goals a teacher should achieve when teaching Life Skills in the Foundation Phase.
Step 2:Integrate Beginning Knowledge
Plan and facilitate lessons that combine Social Sciences, Technology, and Natural Sciences content.
Step 3:Develop Process Skills
Create activities that help learners develop technological and science process skills.
Step 4:Relate People and Environment
Show learners the connection between people and their environment.
Step 5:Plan Social Sciences Activities
Design and implement History and Geography activities suitable for Foundation Phase learners.
Step 6:Use Varied Teaching Approaches
Select and apply a variety of teaching methods to support Life Skills learning.
Final Answer
The five outcomes are: 1) Integrate Beginning Knowledge, 2) Develop process skills, 3) Relate people and environment, 4) Plan Social Sciences activities, 5) Use varied teaching approaches.
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