Ezinye izakhono zizizela ngokwendalo kuthi njengoko ngokwebhayoloji siyilwe ngolo hlobo
Nangona kunjalo, isakhono sokufunda sikhula ngokwahlukileyo kwiingqondo zethu kwaye kufuneka sifundiswe ngokucacileyo ukuze sibe nobuchule. Oku kuthetha ukuba ukuze abantwana bafunde kakuhle, kufuneka bafundiswe ukufunda kakuhle.
Esinye isakhono esizenzekela ngokwemvelo lulwimi oluthethwayo. Oku kubonakala kwinto yokuba kwiminyaka yokuqala, ingqiqo yokuphulaphula yabantwana ingcono kunokuqonda kwabo ukufunda. Kwakhona, ubuchule bokubalisa amabali bomntwana oneminyaka emihlanu bubungqina obunamandla bokuba umntwana angafundela ukuqonda xa sele eqalisa ukufunda kumabanga esikolo (Fisher & Frey, 2014; Spencer, 2023; Stewart, 2021).
Ngenxa yokuba ulwimi oluthethwayo luza ngokwemvelo ebantwaneni, akuthethi ukuba izakhono zokuphulaphula nokuthetha akufunekanga zifundiswe kwaye zikhuthazwe. Ukubaliswa kwamabali nokufundela okanye ukufunda kunye nabantwana ekhaya nasesikolweni kuneenzuzo ezininzi ezixhasa abantwana ekufundeni indlela yokufunda.
Ukuphuhlisa ulwazi lwezandi
Ulwazi lwezandi lugxininiswa njengenye yezinto eziphambili zokufundisa abantwana ukufunda, kunye nezandi, isigama, ukuqhabalaka nokuqonda. Ulwazi lwezandi kukuqonda izandi kumagama. Eminye imizekelo yemisebenzi yolwazi lwezandi iquka ukuqhwaba izandla xa ubiza amalungu kwigama ngalinye, izicengcelezo nokuchonga amagama anemvano-siphelo, ukuchonga izandi emagameni (umzekelo, ukuqaphela imfanozandi kwizivakalisi), nokunye (Learning Point Associates, 2004; Isebe lezeMfundo neZakhono, 2007; Pretorius & Murray, 2019).
Nangona imisetyenzana yokuphuhlisa ulwazi lwezandi inokwenziwa yodwa, uninzi lwale misebenzi ingabaxhasi bendalo bokubaliswa kwamabali nokufundela abantwana amabali, kwaye iyasebenza ekudaleni umdla kunye nentsingiselo eyandisiweyo yamabali, njengoko abantwana beza kumamela ngokuthe qwa futhi benomdla.
Ukukhuthaza ukufunda, ukubhala nokubalisa ngomlomo
Ukubalisela abantwana amabali kuphucula ukukhula kwamagama kunye neengcinga, nto leyo ithi, iphuhlise izakhono zabo zokuthetha nokuphulaphula – izakhono ezibaluleke kakhulu kubantwana ekuphuhliseni izakhono zokufunda ngakumbi (Yazıcı & Bolay, 2017). Ukubaliswa kwamabali nako kuntsokothile kunokuba umntu akholelwe ukuba yinto elula, njengoko kaloku kufuna ukuba abantwana bamamele kwaye baphendule besebenzisa ulwimi lokufunda. Oku kubanceda baqonde amagama anzima ngakumbi kunye neepateni zezivakalisi xa kubaliswa, eziya kuthi kamva zibaxhase xa bedlulela ekufundeni nasekubhaleni (Spencer, 2023).
Ukukhuthaza ukuba yinxalenye, iyantlukwano kunye nobandakanyo
Enye yeengxaki ezinkulu ilizwe lethu elijongene nazo kukuba abantwana abaninzi abakwazi ukufikelela kwiincwadi zokufunda ngolwimi lwabo lwenkobe kwaye kwamanye amaxesha, abantu abahlala nabo abakwazi ukufunda ulwimi olufundwa ngabantwana babo esikolweni.
Ukubaliswa kwamabali yenye yeendlela zokuwoyisa lo mceli mngeni njengoko ubani engazidingi iincwadi zolu nxibelelwano kwaye ulwimi lufuna ukuba luthethwe kuphela kungade kube kufundwe encwadini. Ukubaliswa kwamabali kukwanika ithuba ukuba abantwana beve amabali asuka ngqo kwiintsapho zabo nakwiinkcubeko zabo, amabali ebebesenokungawazi xa engabaliswanga ekhaya (Spencer, 2023; White, 2022).
Ukubalisa amabali nokufundela abantwana amabali kukwaxhobisa nabo ukuba babe ngababalisi bamabali ngokwabo. Abantwana bayakwazi ukuthatha inxaxheba kumabali ngokudlala inxalenye yebali, baphinde babalise oko bebekucinga ngebali, ukwenza izicengcelezo neengoma njengenxalenye yenkqubo yokuphulaphula nokuthetha, nokunye okuninzi (White, 2022). Bakwayakwazi ukuva ukuba kuvakala njani na xa ibali lifundwa kakuhle, nto leyo eya kubanceda babalise kwaye bafunde amabali ngokuvakalayo nangokuzithemba.
Ukuxhasa uphuhliso lwentlalo-ntle
Bonke abantu bacinga ngokwefomathi yebali, nto leyo ethetha ukuba amabali athile anceda abantwana baqonde ihlabathi labo nendawo ebangqongileyo (Spencer, 2023). Abantwana basenokuziqhelanisa neziganeko ezisebalini kunye nendlela abalinganiswa abazoyisa ngayo iingxaki ezithile abajongene nazo, nto leyo ebanceda ukuba baqonde iinyani zobomi babo, kwaye bazivakalise ngokucacileyo nangokuzithemba.
Ukongeza koku kudweliswe ngasentla, ukufundela abantwana amabali nokubabalisela amabali kudala umdla kunye nochulumanco ngeencwadi nokufunda, nto leyo eza kuba luncedo kakhulu ebantwaneni njengoko bekhula bebangabantu abadala.
Ukuvuselela uvuyo lokufunda kwigumbi lakho lokufundela, khangela iiNcwadi eziNkulu ze-Aweh! kunye neze-Aitsa! – zilungele ukufunda notitshala kulo naliphi na igumbi lokufundela lesiGaba esisiSeko.
References
Department for Education and Skills. 2007. Letters and Sounds: Principles and practice of high-quality phonics. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf
Fisher, D & Frey, N. 2014. Speaking and listening in content area learning. The Reading Teacher, 68(1), 64-69 Available from: https://www.readingrockets.org/topics/comprehension/articles/speaking-and-listening-content-area-learning [Accessed: 19 February 2024].
Learning Point Associates. 2004. A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Available from: https://files.eric.ed.gov/fulltext/ED512569.pdf [Accessed: 19 February 2024].
Pretorius, E. & Murray, S. 2019. Teaching reading comprehension. Cape Town: Oxford University Press Southern Africa.
Spencer, T.D. 2023. Oral storytelling is important for reading, writing and social wellbeing. Open Access Government, January 2023. Available from: https://openaccessgovernment.org/article/oral-storytelling-is-important-for-reading-writing-and-social-wellbeing-academic-language/148950/ [Accessed: 19 February 2024].
Stewart, L. 2021. The science of reading: Evidence for a new era of reading instruction. Available from: https://www.zaner-bloser.com/research/the-science-of-reading-evidence-for-a-new-era-of-reading-instruction.php [Accessed: 19 February 2024].
White, A. 2022. The role of stories in literacy development. The Education Hub. Available from: https://theeducationhub.org.nz/the-role-of-stories-in-literacy-development/#_edn1 [Accessed: 19 February 2024].
Yazıcı, E. & Bolay, H. 2017. Story based activities enhance literacy skills in preschool children. Universal Journal of Educational Research, 5(5): 815-823.Available from: https://eric.ed.gov/?id=EJ1143956 [Accessed: 19 February 2024].
