Needs of young learners


Learning styles: visual, aural, tactile, kinaesthetic


Different learners have different learning styles:


• Some learners are visual – they learn best when they see pictures, illustrations and charts representing new concepts.


• Other learners are aural – they like to listen, hear and discuss. They may respond better to new concepts by hearing about them and talking about them.


• Tactile learners learn best when they can touch and feel the concept or object being taught. They respond to hands-on activities that involve modelling, shaping or building.


• Kinaesthetic learners like to move. They like to do things and enjoy physical activities.


Varying degrees of attention span


Interests Abilities


Barriers to learning


The school context


Young learners have a shorter attention span. Assessment should be done repeatedly and frequently to get a more reliable impression of a learner’s achievement.


Young learners tend to have strong likes and preferences. They will be more motivated to work at tasks that they like or are interested in.


Young learners prefer, and work harder, at tasks in which they can be successful.


Be sensitive to barriers that may stop learners from performing at their best. These barriers may be systematic, societal, pedagogical or medical, and should be addressed at the appropriate level – referral may be necessary. Communication with caregivers or parents and other role players is crucial in managing barriers to learning.


A supportive teaching and learning environment will impact positively on young learners’ performance. The environment needs to be nurturing and caring, with simple rules to ensure that young learners feel secure to explore their own potential.


Classroom management


Good classroom management, including structure and a predictable routine, helps learners to feel safe and secure enough to express themselves and develop to their full potential.


Managing large classes


Large classes are a reality faced by many teachers in South Africa and in other countries. Teachers have approached the challenges with dedication and innovation and have developed strategies to enhance teaching and learning. Some of these strategies are: • having a predictable routine and structure to the day


• allocating roles and responsibilities to specific Method


Whole class teaching The teacher addresses the whole class, interacting with the learners.


Guided group work The teacher works with a small group while the rest of the class is engaged in another activity.


learners, and rotating these roles and respon- sibilities regularly so that everyone has a turn


• tracking of learners’ responses (verbal, oral, practical, written) on an ongoing basis to assess and monitor learners’ progress and plan support


• sharing LTSM in groups: one learner holds the book and shows and/or reads to the others, with learners taking turns to lead


• using whole class, group work and individual work for different types of activities and learning opportunities.


Creating an inclusive class environment


Using class work, group work, pair work and individual work The following table provides suggestions:


Suitable activities


• Introducing or consolidating a concept • Learning songs and rhymes • Playing language games


• Concept introduction • Concept development • Some reading activities • Problem solving • Shared writing activities • Assessment


Pair work Learners work with a partner to complete a task. These partners should not always be the same.


Individual work Learners complete a task or activity working on their own.


One-on-one The teacher works individually with a single learner.


• Reading activities • Assessment activities • Support and extension activities


• Most written activities • Reading activities • Assessment activities • Some creative arts activities


• Concept development • Assessment • Support and consolidation • Remediation


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