Speaker
Description
Early exposure to science is critical for developing curiosity, problem-solving skills, and foundational cognitive abilities in young children. However, many Early Childhood Development (ECD) practitioners in South Africa lack the training, confidence, and resources to effectively integrate science into daily teaching practices. This study evaluates the impact of the South African Institute of Physics (SAIP) ECD Science Skills Accelerator Program implemented in ECD centers in the Vhembe District, Limpopo Province.
A quantitative pre–post intervention design was employed to assess changes in practitioner confidence in teaching science concepts. Data were collected from approximately 131 ECD practitioners across multiple centers using a structured Likert-scale questionnaire administered before and after the training. The intervention introduced practitioners to simple, low-cost, and context-appropriate science experiments designed for early learning environments.
The findings indicated generally low levels of confidence among practitioners in facilitating science activities. Following the intervention, there was a clear and meaningful improvement in confidence levels across key areas, including the ability to conduct hands-on experiments and explain basic scientific concepts to learners. Statistical analysis confirmed that the observed improvements were significant, demonstrating the effectiveness of the training program.
Qualitative feedback further supported these findings, with one practitioner noting: “The simple experiments made science easy to teach and enjoyable for both teachers and children.” The 63% participants recommended continued training and support, highlighting the importance of sustained professional development and access to appropriate teaching resources.
The findings demonstrate that targeted, practical training interventions can significantly enhance ECD practitioners’ confidence and capacity to deliver early science education. The study recommends scaling up such programs, integrating science training into ECD professional development frameworks, and providing affordable, context-relevant teaching materials. Strengthening practitioner competence at the early childhood level is essential for building strong STEM foundations and improving long-term educational outcomes.
| Apply for student award at which level: | Honours |
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