Preschool Play in South Africa

Abstract

Play in preschools in South Africa is a developmental construct that is allowed in context. It is through an exploration of context, from an ecological perspective (Bronfenbrenner, Ecological Models of Human Development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children (2nd ed., pp. 37–43). W.H. Freeman. (Original Work Published in 1994). Retrieved from http://titleiii-ptlproject.wikispaces.umb.edu/file/view/35bronfebrenner94.pdf, 1993) that the outworking of play in diverse preschool settings in the country is understood—taking into account global and national policy and legislation and foundational academic understandings of education and play; the impact of a history of racial segregation on preschool provision within the county; the context of the South African preschool and the didactic educational approach which permeates it; as well as preschool-specific approaches and the role of teachers and children in play practice within them. Play provision is explored in terms of provision of time, space and resources for play, as well as the concepts of both access and quality, highlighting strengths and limitations that exist in its outworking across South African preschools. Limited available research highlights a need for further exploration into preschool play in South Africa. There is also work to be done to rectify concerns of inequality relating to both access and quality; however, there are efforts in place already to address such concerns and a provision of play across the scope of preschool provision in the country despite these.