1. ANYA MORRIS & LINDA BIERSTEKER An Evaluation of a Maths and Science Intervention in Grade R classes in the Overberg and West Coast Districts Western Cape SARAECE Early Years Colloquium 14/8/2013 research@elru.co.za

2. SEEDS: Weltevrede Primary

3. Who was involved: 1) Overberg and West Coast Grade R and preschool practitioners 2) ELRU trainers 3) Partners : the WCED, the local libraries, school principals and communities, SANparks, Iziko museum, and SANBI …..

4. Outline Purpose of the study Sample & Measures Baseline Intervention Outcomes Implications for practitioner training

5. Purpose of evaluation & measures Baseline July/August 2009 Mid follow- up June 2011 Final follow – up July 2012 Measures Level of quality of learning programme and maths and science in classes ECERS –R & ECERS- E subscales Qualifications and preparedness of practitioners for teaching maths and science in Grade R Practitioner and manager reports on the impact of the intervention Interview Schedules Degree of support and amount of resources available to practitioners Site support scale (developed for WC DSD Quality Audit)

6. Final sample Area Baseline (2009) Mid follow-up (2011) Final follow-up (2012) SitePublicComPublicComPublicCom Overberg1586464 West Coast 15133555 24% at baseline < Matric; 29% Diploma; 10% no ECD 54% no maths for Grade R training; 83% no science for Grade R training

7. Baseline: Maths is… Majority said: numbers and/or counting including number value, recognising number, calculation and place values. ‘doing sums’ ‘understanding concepts like baie, min’ ‘ easy in Grade R – sorting practically into colour’ ‘all around us, happens in everyday life’ ‘a human activity which consists of problem solving, logic, numbers, shapes. In order to understand the world you need specific language in maths’

8. Baseline: Science is… Most common (42%) to do with natural things e.g. planting and growing, animals, life, man and the environment. 19% referred to ‘experiments’. Oh science is scary, maybe I do it every day, I don’t know’ ‘Children must know why’ ‘Science is something that children need to do with their hands e.g. paper tearing, finger painting’ ‘Why does the flame of a candle die?’ ‘ Science is those things we can’t always understand or see ‘

9. Helpful and challenging factors for maths and science teaching: Practitioners said Helpful Equipment Own knowledge Knowing environment and who could help you Challenges Lack of educator knowledge Lack of resources Children’s lack of exposure at home Large classes and children with disabilities or at different levels Science was more challenging than maths

10. Training challenges The learning environment was not established …..

12. Intervention strategies Training:  Workshops ( ½ day - 5 days)  Experiential Learning  Implementation tasks Outings Site support visits (3 per year) Learning seminars

13. Quality of the Learning Environment: Mean Ratings ECERS-R Subscales 2009, 2011 and 2012

14. Quality of the Learning Environment: Mean Ratings ECERS-E Maths Subscale 2009, 2011 and 2012

15. Quality of the Learning Environment: Mean Ratings ECERS-E Science Subscale 2009, 2011 and 2012

16. Significance of improvements in the subscale ratings from 2009 - 2012. Overberg N=8West Coast N=6 SubscaleYear and Mean Significance Value Year and Mean Significance Value Space and Furnishing 2009: 3.56 2012: 5.48.035* 2009: 3.93 2012: 5.45.028* Interaction 2009: 2.80 2012: 5.11.021* 2009: 5.16 2012: 5.03.833 Programme Structure 2009: 1.77 2012: 5.47.012* 2009: 4.02 2012: 5.26.073 Maths 2009: 2.55 2012: 5.76.012* 2009: 3.75 2012: 5.93.075 Science 2009: 1.00 2012: 4.70.012* 2009: 1.66 2012: 4.23.028* Language Development2009: 2.37 2012: 5.62.011* 2009: 3.83 2012: 4.66.416

17. Most significant classroom change (supported by growth in practitioner knowledge and confidence)  Setting up classroom in activity areas to allow free choices of children developed their independence, making discipline and participation far easier  Working with small groups of children at a time and learning to “stand back and let children learn and explore in their own way”.  Learning how to mediate learning, appropriate open questioning techniques and  The choice of suitable and concrete materials to introduce maths, science and other activities at the children's level.  R ecycled material as a resource - children’s were “eager to bring contributions to the tables and had become more environmentally conscious”.

20. Overall lessons Must have a good basic programme in place before maths and science teaching can really improve.(Interaction, daily programme, layout scales and items showed big changes) Small groups, designed to meet the needs of different children, allowed for Language and Reasoning facilitation skills to be developed. Subject knowledge (especially science) is essential It takes time to internalise change

21. Overall lessons Suitable maths and science activities and equipment formed the basis for improving those areas of the curriculum. Learning to teach across the curriculum. These aspects mirror some of the findings in Shaji and Indoshi’s (2008) Kenyan study. The role of personal growth in providing the confidence to teach was emphasised over and over again and this aspect of training programmes and continuing support structures is critical. This undoubtedly links to findings elsewhere about teacher attitudes and efficacy (Brown 2005).

22. References Biersteker, L. (2012) Maths and Science training and support programme for practitioners in Grade R classes in the Overberg and West Coast Districts of the Western Cape. Evaluation Report. Cape Town, ELRU (Unpublished) Brown, E. T. (2005) The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of early childhood teacher education 26, 239 -257 Shaji, M. G., & Indoshi, F. C. (2008). Conditions for Implementation of the Science Curriculum in Early Childhood Development and Education Centres in Kenya. Contemporary Issues in Early Childhood, 9(4), 389. doi:10.2304/ciec.2008.9.4.389