Teaching Life Skills in the Foundation Phase M. Naupé anp C. Meter (Epitors) L. Bosman R. Davin S. Esterhuizen P Govender C. Jordaan |. Joubert M. Koen S. Krog M. van Vrede G. Westraadt M. Wood Van Schaik PUBLISHERSPublished by Van Schaik Publishers A division of Media24 Books 1059 Francis Baard Street, Hatfield, Pretoria All rights reserved Copyright © 2016 Van Schaik Publishers No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means — electronic, mechanical, photocopying, recording or otherwise - without written permission from the publisher, except in accordance with the provisions of the Copyright Act 98 of 1978. a 7] Please contact DALRO for information regarding copyright clearance for this publication. Any unauthorised copying could lead to civil liability and/or criminal | sanctions. | Tel: 086 12 DALRO (from within South Africa) or +27 (0)11 712 8000 Fax: +27 (0)11 403 9094 Postal address: PO Box 31627, Braamfontein, 2017, South Africa http:/iwww.dalro.co.za First edition 2016 ISBN 978 0 627 03389 6 ‘Commissioning editor Chandré Blignaut Production manager Werner von Gruenewaldt Editorial coordinator Lee-Ann Lamb Copy editor Paula Marais Proofreader Lee-Ann Ashcroft Cover design by Gisela van Garderen Cover image by iStockPhoto.com Ilustrations by Marinda Pretorius ‘Typeset in 11.25 pt on 13.5 pt Adobe Jenson Pro by Pace-Setting & Graphics, Pretoria Printed and bound by Paarl Media Paarl, a division of Novus Holdings Every effort has been made to obtain copyright permission for material used in this book. Please contact the publisher with any queries in this regard. Please note that reference to one gender includes reference to the other. ‘Website addresses and links were correct at time of publication, ‘This book has been reviewed by independent peer reviewers.TEACHING LIFE SKILLS IN THE FOUNOATION PHASE relationships with their parents and/or significant other adults, they may look for at- tention in inappropriate places, This occurs especially in adolescence when risk taking and rebellion against authority become prominent features of preadule life. As a result the lack of affirmation that should be a normal feature of interaction with the mi- crosystem tends to play out as antisocial and undisciplined behavior and directionless socialising because of an absence of a sense of purpose or life plan (Addison, 1992). ‘The potential implications of Bronfenbrenner’s theory for education is enormous. ‘This is especially true if one considers the link proposed between the effects of malad- justive dysfunction (such as crime, poverty, ill-health, racism and the technological de- mands of cellphones, the internet etc. associated with children’s micro-, meso- and ex- osystems) and microstructure breakdown in the early formative years. As such, when the foundation is laid in the early years in the micro system, it must provide a solid base from which the person will be equipped to deal with the changes faced in life. Given these facts and in light of the strength of Bronfenbrenner's argument, it fol- lows that life skills education should be considered crucial. John Dewey supports the view that education promotes the development of in- dividual capabilities falling under the categories of knowledge, skills and values, as can be seen from his well-known definition, which reads: education is “the process of living through a continuous reconstruction of experience. It is the development of all those capacities in the individual which will enable him to control his environment and fulfil his possibilities’ (Dewey, in Rayn & Cooper, 2009). KILLS EDUCATION Life skills education in particular lays the foundation for the development of individ- ual capabilities and a society that will be equipped with: + ahigh level of creativity chat will be especially conducive to problem solving + a capacity for critical thinking when making decisions «skills atcuned to gathering information for the specific purpose of situation analysis + an empathetic disposition that is readily placed at the service of others + communication skills that enable people to blend harmoniously into society, Though apparently difficult to attain, the teaching of these skills should commence as eatly as possible in a child's life but in a more structured way in the Foundation Phase. Naturally, this should be done with due allowance for the learners’ abilities and level of development, The implementation of teaching programmes of this nature is concerned with the integrated social, personal, intellectual, emotional and physical growth of the learner as envisaged in the South African Curriculum and Assessment Policy Statement (CAPS). CAPS organises life skills teaching for the Foundation Phase (ice. grades R-3) into four study areas namely: beginning knowledge; crea- tive arts; physical education; and personal and social well-being (DoBE, 2011) (see Figure 1.2). =TEACHING LIFE SKILLS: A SURVIVAL GUIDE FOR THE 21ST CENTURY Social and ‘emotional well-being| Natural science Performing arts: * Music * Dance © Drama Sexuality education Technology Social science: * History * Geography Health education FIGURE 1.2 The subject of life skills in the Foundation Phase and its knowledge areas The chapters of this book (chapters 2-12) are structured around the layout indicated n Figure 1.2. Life skills has been structured in this way in order to ensure that the pundational skills, values and concepts of early childhood development and of the mabjects offered in grades 4-12 are taught and developed in grades R-3. Beginning mnowledge and personal and social well-being are integrated in the topics or themes ssed in other subjects. Life skills is a cross-cutting subject that supports and strength- ins the teaching of the other core Foundation Phase subjects, namely languages (home aad first additional) and mathematics. 6.1 Specific aims of life skills education The life skills subject is aimed at guiding and preparing learners for life and its possi- ilities, including equipping learners for meaningful and successful living in a rapidly ransforming society. Through life skills learners are exposed to a range of knowledge, kills and values thae strengthen their: , physical, social, personal, emotional and cognitive development . creative and aesthetic skills and knowledge through engaging in dance, music, dra- ma and visual arts activities . knowledge of personal health and safecy . understanding of the relationship between people and the environment . awareness of social relationships, technological processes and elementary sciences. 1.6.2 Sequencing and progression in life skills education Sequencing and progression is a road ot pathway that learners take as they advance to- ard the mastery of the knowledge, skills and values set out in the Foundation Phase sfe skills curriculum, ‘The road to mastery is paved with a collection of stepping stones with one following the other. For example, there are stepping stones set for Grade R, 1TEACHING LIFE SKILLS IN THE FOUNDATION PHASE which will be followed by Grade 1, then Grade 2 and then Grade 3. These stepping stones are the content outcomes set for the life skills subject per grade. Along the road there are prederermined major mileposts. The mileposts will show what comes before and after a particular point along the road. They also serve as the assessment anchors learners will need to grasp as they progress toward the mastery of more sophisticated skills in a follow-on topic or the next grade, Uleimately, learning progressions are used by teachers to determine whether learners have achieved the mileposts and are able to move forward to more difficult outcomes. The progressions further provide teachers with che opportunity to identify learners who have navigated successfully beyond the mileposts for each topic and are in need of an accelerated curriculum or alternatively need to go back and repeat the content for better understanding (Standards Aligned System, 2014). A particular sequence and progression in the teaching of topics such as “Myself, My family, My school" is suggested by CAPS to observe the important rule that early childhood education should scart with what is familiar to the learner and gradually move outwards to less familiar ropics, It thus follows the pattern of stages and mile- stones in childhood development (see Table 1.1) as suggested by Bronfenbrenner's theory (see Figurel.1). Therefore sequencing and progression have been built into the design of the topics. Teachers can change the sequence in which they present topics but they should carefully note what level the learners understand topics in order to monitor their development. Although sequencing, progression and the child devel- opmental stage are important when teaching life skills, it is important to know that learners learn in classroom environments that are compatible with their own learning styles. 1.7 THE RELATIONSHIP BETWEEN LEARNING AND TEACHING STYLES INTHE LIFE SKILLS CURRICULUM Observation shows that individual learners display different learning styles; in other words, they differ in the ways they approach learning. For example, some learners work well in groups, others prefer to work alone, some need quiet in order co concen- trate, while others can cope with noise and movement. Thus, various learning styles and preferences can be identified. Research has established that some learners do not succeed as well as others in the classroom because they are not given the opportunity to use their own style of learning. However, where teachers accommodate different learning styles and preferences, academic achievement, attitudes and behaviour are en- hanced. In these situations, learners learn more with less effort and remember better. Itis therefore important for teachers to become aware of a variety of learning styles displayed by their learners and to design teaching strategies for the teaching of life skills to accommodate this diversity (Lemmer, Meier & Van Wyk, 2012: 85). “The teaching style of individual teachers is determined largely by their own learn- ing style. In other words, teachers tend to teach according to the way they like to be taught. Therefore, ic is essential for teachers to recognise their own particular teachingTEACHING LIFE SKILLS: A SURVIVAL GUIDE FOR THE 21ST CENTURY style in order for them to understand how their “natural” teaching style may inadvert- ently conflict with, or be unresponsive to, the learning styles of some of their learn- ers. The performance, attitude and behaviour of learners towards life skills teaching can be enhanced when teaching accommodates learning styles. Teachers often have a stereotyped idea of the ideal learner. This disadvantages learners with an atypical learning style. Successful teachers will have a flexible teaching style once they have developed the ability to accommodate the diverse learning styles and needs of their learners (Lemmer, Meier & Van Wyk, 2012: 91). 1.7.1 Accommodating different learning styles in the life skills curriculum Each learner may have a preferred learning style but this is not the only style by which the learner can learn, The following are the basic learning styles of which the teacher needs to be aware (Gordon & Brown, 2014: 306-307): + The visual learner: these are learners who prefer pictures to words. Photos, charts and graphs provide the necessary information. These learners like to present their learning by reading, writing and drawing and the finished product is important. ‘The auditory learner: these are learners who listen to others to learn and speak and discuss what they are learning. They are good at following directions in che appropriate sequence from one task to another. The tactile-kinesthetic learner: these learners are active, full-body learners. They need hands-on activities and learn by doing, not listening or sitting still. There are also other ways in which learners prefer to integrate knowledge. Howard Gardner's multiple-intelligences theory offers a useful guide for teachers to follow in varying their teaching style to accommodate the learning styles that suit their learners best. 1.7.2 Accommodating learners' multiple intelligences suggested by Howard Gardner Gardner (1999) refers to learning styles as “intelligences” and maintains that learners tend to apply one or two such “intelligences” in preference to others (Arce, 2000: 35). Teachers should be aware of these preferences and design teaching activities accord- ingly so that learners can use their preferred styles to maximum advantage, with due reference to theit individual calents, abilities, experiences, ideas and interests, all of which make them unique individuals. The following are reasons why accommodating multiple intelligences in life skills education is important: + To help all learners reach their full potential + To help all learners become independentTEACHING LIFE SKILLS IN THE FOUNDATION PHASE jan shee bier ©} + To encourage creative use of material + To encourage cooperative behaviour + To assist learners to learn problem-solving skills + To enhance self-confidence + To ensure that learning is a pleasant experience + To open opportunities for many adult occupations Gardner identified the following intelligences: + Verbal linguistic intelligence: this intelligence is predicated on reading, writing and speaking, which is a preferred mode of expression utilised by some learners who have a special (linguistic) aptitude or penchant. + Logical/mathematical intelligence: this type of intelligence entails learning by reasoning, It proceeds mainly by asking questions, logical inference and experimen- tation to test and farther develop inferential reasoning with a view to implementing the knowledge in a practical way. + Visual /spatial intelligence: learning in this instance proceeds by using an inclina- tion for imagination and spatial perception. These learners often seem to be day- dreaming and show a preference for artistic expression by others and themselves (co stimulate visual imagination). This is exemplified in building picture puzzles, watching movies, doodling, and forming clear mental pictures by visualising sce- narios, etc. (eg. architectural structures). + Body/kinaesthetic intelligence: this is learning through movement of the body. Such learners are dramatic, and love activities that involve touching and feeling to understand. + Musical/rhythmic intelligence: outward traits of this intelligence are a sensitivity to sounds, music and voice tones. Learners in this category typically remember melodies and songs, sing well (ie. tunefully by memorising and rehearsing a me- lodic line while modulating the rone of voice used), and are sensitive to sounds emanating from their environment, whether this be industrial and traffic noise or birdsong. These learners are in fact extraordinarily aware of the sound landscape of any given setting, and derive specific meaning from the combination of sounds from their environment. + Interpersonal intelligence: this is learning through cooperative and group com- munication. Such learners communicate, lead, coordinate, persuade, inspire and counsel others, + Inteapersonal intelligence: learning proceeds from knowing the self, including pri- vate feelings, emotions and thoughts. Learners in this category enjoy being alone, are wrapped up in their private thoughts and ideas, and learn independently with- out external inputs. ‘The following activities can be devised for learners in accordance with Gardner's mul- tiple intelligences model:TEACHING LIFE SKILLS: A SURVIVAL GUIDE FOR THE 21ST CENTURY + Verbal/linguistic intelligence: reading, informing, writing, discussing, debating, copying, poetry, storytelling, word games + Logical/mathematical intelligence: measuring, estimating, ordering, analysing, calculating, classifying, patterns, games, problem solving + Visual/spatial intelligence: drawing, painting, mind mapping, sculpeure, design, flash cards, diagrams, illustrating, decorating Body//kinesthetic intelligence: creative dance, drama, role play, physical exercise, sports games, making models, craft work, cleaning, repairing, sorting, mimicking Musical/thythmic intelligence: singing, vocal sounds, instrument sounds, envi- ronment sounds, musical play, composing, listening, thymes Interpersonal intelligence: cooperative learning, group work, questionnaires, in- terviews, brainstorming, counselling, mentoring, supervising, mediating, motivat- ing, assessing, leading Intrapersonal intelligence: diary writing, setting goals, attaining learning out- comes, evaluating, creative poetry, creative writing, independent projects 1.8 ACTIVITIES TO USE WHEN TEACHING LIFE SKILLS INTHE FOUNDATION PHASE Successful teachers resort to a variety of activities to achieve planned classroom out- comes and to enable learners to use these techniques to take control of their own leamn- ing. Once again, these activities must be selected in accordance with the learners’ de- velopmental stage (see section 1.4 and Table 1.1) as well as the environment (micro-, meso-, exo-, macto-, chronosystem) in which the learner functions (see section 1.5). The following activities are considered most helpful in the Foundation Phase: + Role play + Whole-class discussions + Storytelling + Pairand group work» Questioning + Poems + Brainstorming + Drawing + Riddles Each type of activity is discussed in detail, highlighting the definitions, importance and ways to use it in teaching, 1.8.1 Role play + Whatis role play? Without a script, learners act out an event or activity to represent a scene or experi- ence that is unfamiliar to them. © Why use role play? Tecan help the actors to understand a situation as if they are directly involved in it. For example, if they act out a robbery, the feeling of being a victim of crime can become real to them. Or if they act out a name-calling scene they might realise how it feels toTEACHING LIFE SKILLS IN THE FOUNDATION PHASE be the carget of name calling. Or they can acquire social graces by acting out a scene where they express gratitude to someone for a kindness done. + Things to remember when conducting a role play ~ Identify the issue that the role play will illustrae. = Decide on the situation, the problem, and who the characters are. — Decide how many learners will do the role play, how many will be observers, whether to do the role play simultaneously in small groups, or all rogether asa class. — Encourage shy learners to be involved. — Work with the learners to think about the situation and their roles. + Learners perform the role play Te may be useful to introduce a well-timed break in the action and ask the learners to give their impressions of what is transpiring in the role play. For example, if a violent scene is being acted out they can be asked to think of non-violent solutions to defuse the violence and then act out their proposals. After the role play it is important that learners ponder the significance of the action, not as a mere routine activity, but as a constructive learning experience. Role play should be planned to allow time for ret- rospection afterwards so that the purpose of the dramatised action and the salient points that have arisen through the action can be fully absorbed and appreciated. 1.8.2 Working in pairs and groups + Why use pairs and groups when presenting role play? By working in pairs and groups learners can be sure of an opportunity to participate. Engaging in the activity together and working cooperatively can result in a considera- ble flow of ideas. Individuals can draw on theit personal experience to suggest possible solutions to a posed challenge. Such ideas could then be taken up and embroidered upon or elaborated on by the group. For example, if the theme "festivals" is being dis- cussed, every group member can contribute information, leading to more detail than if only one learner were to report on a particular festival. + ‘Things to remember when working in pairs and groups When organising the groups or pairs, ask yourself questions, such as the following: ~ Do I want to divide learners according to ability? = Do I want friends to work together ot learners of the same culture, if "festivals" is the theme? =~ Will the group be together for more than a few minutes? If so, it may be neces- sary for the group to elect a leader to coordinate their activities. = Have I explained the task clearly? = Have I told the learners how long they have for the task? ~ Have I seated the learners where they can see each other?TEACHING LI SKILLS: A SURVIVAL GUIDE FOR THE 21ST C TURY + When the pairs or groups are working stand back, but be available ~ Do not interrupt, unless a group has misunderstood what it is supposed to be doing. = Spread your attention between groups. — Allow group and pair discussions to flow, and intervene only if the group asks. — Groups often need encouragement to get them going. ~ Pairs tend to stop work when you approach. + When groups are reporting back = Irmay be necessary for groups to report their work to the whole class. — Irmight involve reporting a decision, summarising a discussion, or giving infor- mation about the group discussion, — Groups need to select a spokesperson if they have to report back, so they will have to be told in advance if report-back is required. + When evaluating group work Ask learners what they did and what they learned. 1.8.3 Brainstorming + What is brainstorming? Brainstorming is a way to encourage creativity and to generate ideas in quick succes- on, + Why brainstorming? Ir can be used: — to solve a specific problem or answer a question ~ to introduce a new subject, arouse interest and discover what participants know — to invent possible endings for an unfinished story. « Things to remember when engaging in a brainstorming exercise — Decide on the issue you want to brainstorm. — Form ie into a question that will have many possible answers, ~ Write the question where everyone can see it and put the question to the class. For example, with the theme "at school’, the question can be: “How can we im- prove our classroom?” — Ask learners to contribute their ideas. Write the ideas where everyone can see them. ~ Ideas should be written as single words ot short phrases, Read them back to the learners. — Encourage everyone to contribute, but do NOT move around the class in a cit- de, or force learners to think of an idea — itis likely to discourage creativity. ~ Do not judge the ideas as you write them down. Only give your own ideas if it is necessary to encourage learners. 19 Wn sha bisherN 3 van cha) bites TEACHING LIFE SKILLS IN THE FOUNDATION PHASE — If a suggestion is unclear, ask the person to clarify it, or suggest a clarification and check that they agree to it. — Write down EVERY new suggestion. Often, the most creative ot outrageous suggestions are the most useful and interesting. — Stop the session when the flow of ideas slows to a trickle, 1.8.4 Whole-class discussions + Why whole-class discussions? Such discussions provide a setting in which people can become accustomed to the rules of polite intercourse. From these discussions they learn the rules of interacting constructively to everyone's mutual benefit. For example, the interacting parties must learn to engage in conversation by listening actively to each other and allowing ample opportunity for all concerned to participate freely so that no party feels inhibited by pressure from any other(s). For example, with the theme “my body’, good basic hy- giene practices can be an interesting topic for a whole-class discussion. If the parties are at ease and confident with each other, they can learn to state their own views clearly and grasp others views. From this they can argue from strong pos tions in order to negotiate a mutually satisfactory solution. In the interest of enabling constructive interaction, a protocol titled “rules for discussion” can be put in place at the beginning of the school year (or at any other time if needed) co regulate conduct in group contexts, + Points to bear in mind when conducting whole-class discussions — Ask the learners if they wane their classroom to be a place where they feel free to express themselves and to learn through discussion with each other. — Ask the class members if they can think of rules thar should be observed by all when classroom discussions are in progress. ‘The following are possibilities: + Listen to the person who is speaking. * Only one person speaks ata time. + Raise your hand to be recognised if you want to be heard. + Dont interrupt when someone is speaking. + Don't laugh when people are speaking (unless chey make a joke). + Encourage everyone to participate. Suggest thae the class agree to obey the rules they listed, Learners are then committed to applying the rules individually and collectively and procedures to deal with viola- tions can be agreed upon and implemented. 1.8.5 Questioning + What is questioning? (o) Questions are asked to ascertain the status of learners’ knowledge and to encourageTEACHING LIFE SKILLS: A SURVIVAL GUIDE FOR THE 21ST CENTURY them to think in such a way that they can draw logical conclusions. For example, with the theme "shapes and colours around us’, the teacher can ask learners to look around the classroom and name what they see, This kind of stimulation should be regular practice from the earliese stages of schooling, The questions the teacher asks are very important for encouraging participation and analysis, even with very young children. Teachers already use questions every day, such as:"What did I just say?”, to control the class. Other questions, which are used a lot are the so-called “closed” questions. They have only one correct answer and are used to test knowledge. + Types of questions to ask Questions should be open, encouraging exploration and eliciting debate. Questions include the following types: ~ Hypothetical questions: for example,“What do you think of ... ” These are calculated to engage the learner's imagination evocatively and to encourage him or her to think creatively. ~ Speculative: for example,"Can we devise a plan to solve this problem?” ~ Encouraging/supporting: for example, “That's interesting, what happened next?” These encourage learners to recount, and in the process review their personal experience. ~ Opinion seeking: for example,"What do chink/feel about it2” You value their opinions and find them interesting. ~ Probing: for example,”Why do you think thae?”Provided the tone is adjusted to reassure the learner that it is a friendly enquiry, it can encourage the learner to examine his or her opinions analytically and defend or justify them by dint of active reasoning. ~ Clarifying/summarising: for example,"Am I right to say that you think .. Paraphrasing is calculated to clarify the learner's views for the questioner as well as for che learner, Moreover reiteration in the presence of other learners will help them to engage with the point under discussion and decide whether they agree/disagree ot take a stance of some kind. ~ Consensus seeking: for example,“Do most of us agree that ... ?” The object is to crystallise knowledge covered by eliciting discussion to ascertain that learn- ers have all arrived at the same position and are ready to move on, ~ Leading or trick (i.e. misleading) questions: for example,“ We must conclude that X is correct, not so2” This type of question should be avoided because it tends to alarm the learner and consequently discourage of inhibi wholeheart- ed participation, which is the object of the exercise. Multifaceted questions, or several simultaneous questions, or ambiguous questions should also be avoid- ed. That is to say, questions should be simple and direct, leaving no room for misunderstanding or confusion. Note: An occasional nod, a smile or even just sitting on the same level as the class will improve the responses the teacher gets. R eensTEACHING LIFE SKILLS IN THE FOUNDATION PHASE N S. venasae ©) 1.8.6 Drawing Why drawing? Learners’ powers of observation are exercised when they draw since they have to be- come aware of the shapes, or lines and proportions of what they are drawing. Other faculties thae are exercised are their imaginations and their creative ingenuity, which are taxed as they apply chem co perform the exercise. For example, with the theme "summer" learners can draw "a day out in summer’, ‘Things to remember when. presenting drawing exercises — Drawing an object placed in front of them, or copying a picture can be a useful exercise to engage learners’ powers of observation. ~ Creativity and imagination can be exercised by requiring that learners draw a composition consisting of a combination of subjects. ~ Drawing skills can be enhanced by eliciting a description from one leatner and a drawing from another of what the former has verbalised. ~ If learners find verbal descriptions (written or spoken) difficult they can be asked to draw a picture of what the description envisages. 1.8.7 Storytelling Why storytelling? ~ Icis particularly well suiced to serve some learners’ needs as a learning technique. = Itis conducive to cooperative learning and developing social skills. — It motivates learners to read and write and affords experience in speaking and listening. — Attentive listening is especially enhanced. — Icmotivates learners who are normally hard to reach because the safe impartial ity of a story thar removes it from present realities encourages them to partici- pate, — It stretches the learners’ attention spans and exercises the imagination. — Itexposes learners to displays (embodied in the text) of well-mannered dialogue among people who move in polite circles, thereby enabling them ro learn by observing when they should merely listen quietly. ~ Icimproves vocabulary, which in turn improves sight reading. — Itimproves comprehension, as can be seen when learners are required to recount and interpret the story. — Higher-thinking skills are enhanced by requiring learners to recall basic (je. sa- lient) facts, names of persons and places, and the order of events. They also learn to summarise the story, identifying and articulating che main idea of the story and predicting how the story will end after hearing the first half. Learners may brainstorm a prediction by means of problem solving chat includes comparing and contrasting various characters appearing in the story. Finally the substance of the story can be used ro generate a new story as a creative exercise. *TEACHING LIFE SKILLS: A SURVIVAL GUIDE FOR THE 21ST CENTURY ~ Characters built into stories serve as role models that are explicitly required to solve problems by non-violent means as violence is prohibited. — It develops empathy, understanding and tolerance by exposing listeners to a va- riety of situations involving different events, people and places. ~ Ieserves as a source of original material that learners can use as an outlet for, and an exercise to, enhance their creativity. Reading stories — Reading sessions must be animated for children, for example by assuming ap- propriate facial expressions and executing appropriate hand/body movements to suit the substance of the text as the reader proceeds. ~ Pause and ask learners questions like what they think will happen next, or why a particular character acted as he or she did. — Simulate voices (i.e. tonal qualities etc.) that are appropriate to portray the char- acters, and simulate sounds where necessary and practicable for a reader. ~ Involve the class collaboratively by encouraging them to make sounds to accom- pany and enliven the reading, — Ask learners to repeat the stories. = Ask learners to tell stories. — Develop a story in collaboration with the learners. For example, someone starts a story with appropriate opening phrases or a sentence or two, then passes it on to the next person who takes it further with appropriate phrases or sentences, and so on. ‘The progression can be recorded in writing and then read back to the audience. For example, with the theme "winter", the whole winter season can unfold as each learner adds another element to the story. ~ Once verbalised the story can be dramatised (acted out) with class members taking the parts of characters. 1.8.8 Riddles Why riddles? = Ir develops curiosity. — Ie develops analytical skills in that learners have to draw inferences from the formulation of the riddle. — Ie develops critical thinking in that learners have to weigh interpretive options when working out answers to riddles. — Irdevelops learners’ ability to think generally and solve problems. ‘Things to remember when presenting riddles — Begin with easy riddles. — Tell the riddle slowly and in simple words so chat learners can think. — Use facial expressions and hand movements as you tell the riddle. Ask the learners to raise their hands to answer. Ask the learners to decide if the answer is correct. — Give all learners a chance to participate, N 3. ven sch (OrinersTEACHING LIFE SKILLS IN THE FOUNDATION PHASE (owns) (emaises) IS ~ Hold group competitions to decide which group can guess the most riddles. - Ask learners to tell riddles. 1.8.9 Poems + Why poems? — Reciting poems enhances learners’ musical intelligence and develops their com- mand of language. ~ They offer a novel form of self-expression. — They develop learners’ vocabulary. ~ They develop learners’ imagination. + Things to remember when reading poems: = Accentuate compositional rhythm when reading poems to the class (but do not overdo it, otherwise a counterproductive singsong effect may be created), — Pause between verses so that the compositional break is cleatly noticeable. ~ Bnunciate clearly and audibly for the benefit of the entire audience. — Use simple words, ~ Ascertain that the learners are listening attentively. By using a combination and variety of the above-mentioned activities, teachers can plan lessons for the life skills classroom which will accommodate learners’ best ways of learning. Unllike older children who are better able to assimilate complex concepts, young children’s learning is optimised by adopting playful interactive methods. These meth- ods encourage them to utilise the opportunity provided by the school environment to develop their skills with confidence and optimism. This is particularly true if the teaching and learning climate is rendered conducive by a teacher who serves as a role model. The teacher should also take the lead by initiating activities to create a positive climate in which learners can participate freely thereby developing their skills interac- tively with others. 1.9 SUMMARY Mankind has established incredible innovation in nearly every aspect of life. Despite this, we still face huge challenges such as health pandemics (HIV and Aids, Ebola), economic recessions and intolerance to diversity, to mention but a few. As humans try to manage the different levels of their environment they face huge challenges in succeeding. Being part of 21st century living forces individuals to be equipped with specific life skills to be able to: live a better quality life; accomplish their ambitions; live to their full potential; and to become socially acceptable and successful persons. The earlier in life these life skills are caught che better the skills are internalised. Teaching life skills in the Foundation Phase is laying the groundwork for life skills teaching’inTEACHING LIFE SKILLS: A SURVIVAL GUIDE FORTHE axsr cenruRY the later grades. It is, however, essential thar developmentally and culturally appro- priate life skills are taught to Foundation Phase learners using activities that relate to each learner's unique way of learning. ‘The topics addressed in the next chaptets ate critical to enabling and empowering young learners to deal with an increasingly complex world and the pressures of life in schools and society, The crucial outcome for teachers is to assist learners from “learn- ing to know” to “learning to do” and ultimately “learning to be” by realising their full potential and contributing to the upliftment of society. Bibliography Addison, J.T. 1992. Urie Bronfenbrennet. Human Ecology, 20(2): 16-20. “Arce, C. 2000. Curriculum for young children: An introduction. US: Delmar. Bronfenbrenner, U. 1989. Ecological systems theory. Annals of Child Development, 6: 187-249, Childhood years. Ages 5~12. 2014. Available at: (heep://www.ces.nesu.edu/depts/fes/ pafs/fcs465.pdf) Click, P. 2004. Administration of programs _for young children. New York: Delmar Learning. Department of Basic Education (DoBE). 2011. Curriculum and Assessment Policy ~ Life Skills Foundation Phase (CAPS). Pretoria: Government Printer. Gardner, H. 1999. Intelligence reframed. Mul- tiple intelligences. New York: Basic Books. 25 0.