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International Journal of Learning, Teaching and Educational Research
Vol. 23, No. 9, pp. 161-178, September 2024
https://doi.org/10.26803/ijlter.23.9.9
Received Jun 30, 2024; Revised Sep 14, 2024; Accepted Sep 30, 2024
How Mobile ECCE Practitioners Leverage a
Variety of Learning Materials in Resource-Scarce
Communities
Mmakgabo Angelinah Selepe
University of South Africa
Pretoria, South Africa
Zukiswa Nhase
University of the Free State
Bloemfontein, South Africa
Chinedu Ifedi Okeke
University of the Free State
Bloemfontein, South Africa
Abstract. This study explored how curriculum policies support that Early
Childhood Care and Education (ECCE) practitioners need to leverage a
variety of learning materials in resource-scarce communities to enhance
children’s holistic development. Mobile ECCE practitioners face a
challenge of limited resources especially in rural areas. Yet there is lack of
professional training on the use of variety of learning materials in a
resource-scarce communities. The study was underpinned by Vygotsky’s
sociocultural theory to understand the significance of how mobile ECCE
practitioners scaffold children's learning experiences by using various
materials and tools, considering the underprivileged sociocultural
context. A qualitative phenomenological design was adopted to examine
mobile ECCE practitioners leveraging of a variety of learning materials in
resource-scarce communities. Semi-structured interviews were used to
gather data from twenty mobile ECCE practitioners in the rural
communities from two mobile ECCE units of the Free State Province,
South Africa. Prolonged engagement was used to validate the results.
Interpretative phenomenological strategy was used to analyse data with
the help of Atlas.ti. This study found that mobile ECCE practitioners
employed innovative methods to adapt and improvise the use of existing
materials to improve children’ holistic development. In light of this, it is
recommended that practitioners need to integrate sociocultural context
into their innovative methods improve the quality of ECCE in the face of
resource constraints. Thus, novelty of this paper contributes to the
curriculum and professional development in resource-scarce
communities in rural areas.
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Keywords: cultural context; learning materials; resource-scarce
communities; scaffolding; Vygotsky’s sociocultural theory
1. Introduction
Mobile Early Childhood Care and Education (ECCE) units provide flexible and
accessible early learning opportunities for children in underserved areas. These
services are provided within equipped vehicles with staff who deliver educational
programmes, health check-ups, and nutritional support directly to
underprivileged communities (Irwin et al., 2023; UNESCO, 2021). UNESCO
addresses the barriers of geographic isolation and economic hardship to ensure
children’s holistic development and preparation for school readiness (UNESCO,
Save the Children, 2020).
The mobile ECCE units regularly involve parents and community members in
fostering a supportive and conducive learning environment that prioritises
parental engagement in children's education (World Bank, 2019). This innovative
approach is crucial for reducing educational inequities and promoting early
childhood development (UNICEF, 2022).
The significance of the availability of relevant resources in ECCE cannot be
overstated. This statement is supported by UNICEF (2022) that quality
educational materials, trained practitioners and supportive ECCE environments
are crucial for fostering early cognitive and social development. In addition,
adequate resources ensure that children receive quality education which includes
literacy, numeracy, and emotional and physical development (UNICEF, 2022).
Resources such as books, play equipment and digital tools enrich the learning
experience, thus making it engage, enjoyable and effective (UNESCO, Save the
Children, 2020). Moreover, investment in ECCE resources yields long-term
benefits by promoting school readiness and reducing future educational
inequities (World Bank, 2019). Even though previous research has focused on the
significance of learning resources in ECCE, our paper mainly examined how
mobile practitioners leverage a variety of learning materials in rural areas.
Additionally, the National Curriculum Framework (NCF) (Department of Basic
Education, 2015) stipulates the importance of using quality resources in ECD to
promote children’s holistic development. This includes providing age-
appropriate books and recruiting and trained practitioners who can effectively
utilise these resources and adapt teaching methods (and resources) to meet
diverse needs (Ghosh, 2024). Yet there are still ECCE mobile units with scarce
resources especially in rural communities. The aim of this paper was to examine
how mobile ECCE practitioners leverage a variety of learning materials in
resource-scarce communities.
Thus, this article asked: How do mobile ECCE practitioners leverage a variety of
learning materials in resource-scarce communities?
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2. Literature Review
There is evidence validating investment in ECCE which is a valuable contributor
to breaking recurring poverty cycles (Naudeau et al., 2011). In present times,
children from disadvantaged groups may have developmental delays if excluded
from accessing early learning facilities. For countries experiencing the challenge
of the widening gap between rich and poor, ECCE narrows the 'opportunity
divide' by reducing poverty, bridging ethnic disparities, and mitigating linguistic
disadvantages (UNESCO, 2023). Studies have shown how indispensable ECCE is
in building the foundation for children's socioeconomic wellbeing and future
success. In addition, ECCE programmes significantly influence children's holistic
development, especially in rural areas where the challenges of accessibility are
most severely felt (UNICEF, 2019). Increased cognitive stimulation, socialisation,
and academic success are associated with access to quality early childhood
programmes (Ejuu et al., 2022). Mobile ECCE facilities have recorded great strides
in closing the gaps of limited access to early education and physical isolation in
rural communities. This study’s literature review discusses the functions of
mobile ECCE units in communities, their services in resource-scarce communities,
the impact of inadequate teaching and learning resources on educational
outcomes, and innovations for dealing with the scarcity of teaching-learning
resources.
2.1 Functions of the mobile ECCE units in communities
ECCE facilities assist with several critical functions in under-resourced
communities. They play an essential role in ensuring that children receive the best
support necessary for their holistic development (Karegysa, 2021). The main
advantage of mobile ECCE units is to provide quality early childhood education
in rural areas. In rural and isolated areas, these units deliver educational resources
directly to children, thus circumventing barriers such as geographical isolation
and limited educational facilities (García et al., 2021). This direct delivery of
education in their vicinity ensures that children in remote and underprivileged
communities are not left behind during their critical early learning stages which
are essential for cognitive, social and emotional development (García et al. 2023).
Mobile ECCE units not only support children's education, but also provide
healthcare and nutritional support to marginalised communities. Specifically,
mobile ECCE programmes incorporate medical check-ups and nutritional
interventions such as providing healthy food: this recognises the vital link
between health and educational outcomes (Harrison et al., 2024).
Furthermore, mobile ECCE units are critical in fostering community engagement
and parental involvement. These mobile units are taxis that visit rural
communities to connect practitioners and the community, thus creating a
collaborative environment where parents/caregivers are actively involved in
their children's education (Harrison, 2020).
2.2 ECCE provisioning in resource-scarce communities
According to Rao et al. (2019), mobile ECCE units provide a lifeline for young
children in underprivileged communities which ensure that foundational
educational and developmental needs are met, despite significant challenges. This
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mobile delivery method of bringing education to the most vulnerable people
living in remote areas addresses barriers such as geographical isolation and
limited local educational facilities which safeguards children from the deprivation
of essential early learning experiences that are critical for cognitive, social, and
emotional development (Rao et al., 2019; UNESCO, 2021). This approach ensures
that children are healthy and mentally ready to learn, thus addressing
malnutrition and other health issues that impede educational engagement and
achievement. In other words, nutritious food, health checks and a sound
education are imperatives to attain academic success for a better life (Glewwe &
Muralidharan, 2016). In this regard, the researchers understand that mobile ECCE
units foster overall development and learning readiness among children by
creating a holistic environment through both health and educational services. On
the other hand, Gupta (2020) asserted that mobile ECCE units also adapt their
educational strategies and materials to the local context by using locally available
resources and incorporating culturally relevant materials into the curriculum.
This local-support approach ensures that education is not only accessible, but also
meaningful and socially-engaging for rural children (Gupta, 2020). By exhibiting
actions reflecting local culture and traditions, mobile ECCE programmes promote
learning to become more connected to communities, thus arousing children's
interest and participation in educational activities (Ginsburg, 2007). Ginsburg
(2007) added that culturally responsive pedagogy is important for maintaining
children's connection to their heritage while providing a robust educational
foundation. Moreover, mobile ECCE units demonstrate innovation by emerging
with solutions to circumvent resource-scarcity, thus exhibiting how education can
be effected outside traditional classroom practice. In other words, mobile ECCE
practitioners display flexibility and adaptability in ECCE settings, in addition to
contributing to valuable insights for developing inclusive and equitable
educational policies and practices (Ikawa et al., 2020; Neuman & Okeng’o, 2019) .
2.3 Impact of inadequate teaching-learning resources on ECCE outcomes
Studies by UNICEF (2019) and Heckman (2020) indicate that the impact of
inadequate teaching and learning resources on ECCE outcomes is profound as it
affects multiple dimensions of children's development and learning. As such, the
quality ECCE is crucial for laying the foundation for lifelong-learning and
development, but the absence of adequate resources significantly undermines
these efforts.
Firstly, insufficient teaching materials impede the cognitive development of
young children (Heckman; 2020). Educational resources such as books,
educational toys and digital tools are essential for stimulating young minds and
fostering an environment of curiosity and creativity. When these resources are
lacking, children are deprived of critical opportunities to develop literacy,
numeracy and problem-solving skills. Studies by UNICEF (2019) and Heckman
(2020) reveal that early exposure to diverse and engaging learning materials
directly correlates with improved cognitive outcomes. In resource-scarce settings,
the absence of such materials leads to delays in acquiring foundational skills
which affect children's readiness for primary education.
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Secondly, the shortage of learning resources adversely affects the quality of
teaching. Teachers in ECCE settings rely on various learning materials to design
engaging and effective lesson plans (UNICEF, 2019). Without adequate resources,
practitioners struggle to implement diverse and interactive teaching strategies,
and often have to resort to rote-learning and lecture-based methods that are less
effective for young children. This limitation hampers the learning process and
affects teachers' motivation and job-satisfaction (Ulferts et al., 2019). Hence,
educators in under-resourced environments struggle to maintain high-quality
instruction which obstructs children's learning experiences and performance
outcomes.
According to Britto et al. (2017), inadequate resources exacerbate existing
inequalities in education. Children from disadvantaged backgrounds are more
likely to attend poorly resourced ECCE units, thus perpetuating a cycle of
education inequity. These children already face numerous barriers to educational
success, including poor health and nutrition – hence, the lack of adequate learning
materials further exacerbates the already dire situation in disadvantaged areas.
The disparity in resource availability between different socioeconomic groups
leads to significant gaps in early childhood development regarding the attainment
of quality learning outcomes which further widens the gap between the haves and
the have-nots (Britto et al., 2017).
2.4 Challenges confronting ECCE Service Delivery in resource-scarce
Communities
In resource-scarce communities, ECCE service delivery faces numerous
challenges that hinder the provision of quality education and care for young
children. This is supported by Aina and Bipath (2022) that the challenges arise
from various factors including poor infrastructure, inadequate funding,
socioeconomic disparities and cultural barriers. The researchers understand the
extent and nature of these challenges is crucial for planning effective strategies to
overcome them to ensure that all children access equitable ECCE services. Since
resource-scarce communities often lack adequate physical infrastructure to
support ECCE services, stakeholders should see the need for providing more
purpose-built facilities such as preschools, day-care units and better playgrounds.
In rural areas, the lack of transportation infrastructure can further exacerbate
accessibility as it is difficult for children to reach far-off existing ECCE facilities
(Aina & Bipath, 2022).
Furthermore, resource-scarce communities frequently struggle with insufficient
funding. Limited government budgets and competing priorities mean that ECCE
services may not receive sufficient and necessary financial resources to operate
effectively and efficiently (Ngoasong, 2022). This results in a high staff turnover
rate, low practitioner salaries, and insufficient funds for essential materials and
resources (Ngoasong, 2022). Consequently, underfunded and under-resourced
communities who often experience high levels of socioeconomic inequality, are
disadvantaged in accessing quality ECCE services which lead to persistent gaps
in attaining high level educational outcomes (UNICEF, 2022). Moreover, resource-
scarce communities are often characterised by diverse cultural and linguistic
backgrounds which pose challenges for ECCE service delivery; for example,
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Language barriers can hinder communication between practitioners and children
or caregivers; thus affecting the quality of interactions and learning experiences
(Neupane, 2024; Panhwar et al., 2016). Also, the recruitment and retention of
qualified early childhood practitioners is a significant challenge in rural
underprivileged communities. Limited access to training and professional
development opportunities, low salaries, and poor working conditions contribute
to high staff turnover rates (Neupane, 2024). Lamentably, the shortage of trained
practitioners affects the quality of ECCE services and undermines efforts to
provide children with stimulating and supportive learning environments
(Hentschel, 2023).
2.5 Innovations for dealing with the scarcity of ECCE teaching-learning
resources
Digital resources can be tailored to different learning needs to reach children in
remote areas where traditional teaching materials are unavailable (Cui et al.,
2021). Ghosh et al. (2023) agree that Open Educational Resources (OER) are freely
accessible teaching and learning materials that can be shared, adapted and reused.
By exploiting the advantage of open licensing, practitioners can access a plethora
of resources including lesson plans, worksheets and multimedia content without
investing financially. The advantages of accessing resources that practitioners can
can access freely include the promotion of collaboration and resource-sharing
among practitioners which allow practitioners to adapt materials to suit local
contexts and different language groups (Ghosh et al., 2023; UNESCO, 2022). For
example, UNESCO (2022) shows that collaboration with non-governmental
organisations (NGOs) and the corporate sector can mobilise additional resources
for ECCE. In this regard, NGOs often have expertise in developing educational
materials and can provide funding and support for resource development and
distribution. Similarly, partnerships with corporations can lead to corporate social
obligation initiatives that support ECCE such as donations of books, toys and
technologies (Hentschel, 2023; Shaik, 2023). Importantly, investing in teacher-
training and capacity-building is essential for mitigating the impact of limited
resources (Hentschel, 2023). Through ongoing professional development
programmes, practitioners can be equipped with strategies for resource
improvisation and optimisation such as the judicious use of low-cost materials
and innovative resource adaptation techniques. Training programmes can also
focus on developing practitioners' digital literacy skills; thus enabling them to
leverage technology to enable quality teaching and learning (Matjokana, 2023;
Oke et al., 2021; Srivastava et al., 2021).
3. Theoretical Framework
The study was underpinned by Vygotsky's (1978) sociocultural theory (SCT)
which promotes an understanding of how mobile ECCE practitioners through
mediation and scaffolding can use various materials and tools in under-resourced
communities. The SCT elucidates how individuals’ mental functions relate to their
cultural, historical, and institutional contexts (Scott & Palincsar, 2013; Shabani,
2016). This theory espouses that learning is a product of social interactions
involving adults and peers (Vygotsky, 1978); in this case, it entails mobile ECCE
practitioners and children. It attends to the aspects relating to the broader social
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system in which learning occurs and draws on the interpretations of individual
thinking and development based on participation in culturally organised
activities (Stott, 2016). For this study, the following SCT components were used:
mediation of learning and scaffolding, culture and language and social
interaction.
3.1 Mediation of learning and scaffolding
The mediation of learning and scaffolding are critical aspects in educational
psychology that facilitate the acquisition of knowledge and skills. Mediation of
learning refers to using cultural tools to achieve goals and make learning
meaningful (Vygotsky, 1978). It comprises of the support of a more capable
person, and collaborations that develop among the participants in the group (Eun,
2019). Specific to this study, mediation is relevant in understanding how mobile
ECCE practitioners use available resources in under-resourced communities to
scaffold children's development and learning through social engagement. Central
to Vygotsky's theory (1978) is the notion that learning occurs through mediated
interactions with more knowledgeable others (MKOs) such as teachers, peers and
mentors. In sum, this study relates to how ECCE practitioners scaffold children's
understanding of the materials to mediate learning. Both mediation of learning
and scaffolding highlight the pivotal role of social interactions in education which
promotes learning as an individual endeavour as well as a collaborative process
supported by cultural tools and interpersonal dynamics (Eun, 2019; Van de Pol et
al. 2010).
3.2 Social interactions
Social interactions are mediated by using cultural tools, symbols, and artefacts to
promote language usage as a critical unifying tool (Morales, 2022). This is
supported by Vygotsky (1978) who articulated that just as humans need tools to
interact with their physical environment, they also require cultural tools and
artefacts to mediate their understanding of the world through social interactions.
These processes which are entrenched in sociocultural theories of learning
enlighten us on social interactions and cultural tools that promote cognitive
development (Panhwar et al., 2016). The mediation of learning is a concept
derived from Vygotsky's (1978) sociocultural theory which emphasises the
importance of using cultural tools and engaging in social interactions. In the
context of this paper, mobile practitioners need to understand this theory and be
able to apply it in leveraging learning materials in resource-scarce communities
to enhance children's holistic development during teaching-learning situations.
3.3 Sociocultural Context
Mobile ECCE practitioners play a critical role in resource-scarce communities by
adeptly leveraging various learning materials that align with the sociocultural
contexts of their communities. In such contexts, practitioners can transform and
improvise on limited resources to produce rich educational tools (Vygotsky,
1978). Since culture is a salient social factor in teaching-learning processes, it has
a vital impact on influencing and shaping the development of children through
knowledge and experiences constructed and developed in societal contexts
(Vygotsky, 1978). In other words, personal development is influenced by the
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cultural and social environments in which an individual lives (Silalahi, 2019). In
sum, knowledge about cultural variation and diversity are imperative to meet
inclusive educational needs (Harrison & Skrebneva, 2020; Mhakure & Otulaja,
2017).
4. Research Methodology
4.1 Paradigm
The philosophical assumptions of Vygotsky’s (1978) SCT guided the researchers
to select the interpretivist research paradigm for this paper. Vygotsky (1978)
asserts that learning and development occur through social interaction,
scaffolding and mediation within sociocultural contexts which affect the
relationship between individuals and surrounding environments that are
influenced by their values, beliefs, norms and social behaviours. Pervin and
Mokhtar (2022) support interpretivism because it focuses on seeing social
phenomena from the viewpoints of those experiencing them while recognising
the subjective meanings and interpretations people give to their experiences.
4.2 Approach
The nature of interpretivist research encourages researchers to apply a qualitative
research approach to collect data from social settings. Hence, this paper adopted
a qualitative approach to collect in-depth and rich data from mobile ECCE
practitioners in their natural settings (units) where social learning occurs. Kelly
(2023) reiterates that qualitative research methods enable researchers to explore
the sociocultural, historical and situational contexts in which phenomena occur.
4.3 Design
Within the qualitative framework, an phenomenological design was suitable for
this study. This design facilitated the exploring of participants’ lived experiences
of the phenomenon under investigation (Frechette et al., 2020). This allowed
researchers to obtain valuable insights into ECCE units' unique context and
complexities by exploring practitioners’ experiences in leveraging learning
materials.
4.4 Sampling
Twenty mobile ECCE practitioners from two units in the Free State Province
(RSA) were selected via the purposive sampling technique. Campbell et al. (2020)
maintain that participants' experiences should directly relate to the aim of the
study, which in this case involved eliciting mobile ECCE practitioners’
experiences in communities with limited resources; thus, purposeful sampling
was pursued. Following the perspectives of Sebele-Mpofu (2020) for this study,
purposive sampling was executed to reach theoretical saturation, which denotes
the point at which significant information emerges from additional data
collection. Thus, 20 mobile ECCE practitioners were selected based on lived
experiences of leveraging learning materials, knowledge of ECCE, working in a
mobile ECCE unit, and being situated in a resource-scarce community. This
enriched and strengthened the study's findings in line with the aim and research
questions.
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4.5 Semi-structured interviews
Through the interpretive phenomenological approach, the researchers engaged
directly with mobile ECCE practitioners through semi-structured interviews to
uncover the intricacies of their interactions with learning materials. Prolonged
interview sessions were used to validate the results. An audio-recorder was used
(with permission) to record participants’ responses and to increase the credibility
and authenticity of the study, in addition to verbatim transcriptions from audio-
recordings. Prior to data analysis, the researchers transcribed interview data into
text against each interview question. They repetitively read the collected data
(verbatim transcriptions) to familiarise themselves with the content, to verify
information, to check and correct anomalies, and to gain an incisive
understanding of participants' lived experiences and perspectives on the
phenomenon under study. By immersing in the natural settings of participants,
the researchers engaged in interviewing participants to understand the influence
of their behaviours and interactions in leveraging a variety of materials in an
impoverished community in order to enhance children’s learning.
4.6 Data analysis
Guided by Younas et al. (2023), an interpretative phenomenological analysis was
used to explore how mobile ECCE practitioners leverage a variety of learning
materials in resource-scarce communities. The role of the researchers was to
interpret the data through the lens of the theoretical framework which allowed
ideas and views to freely emerge from the participants. The credibility of this
study was established because reflexivity and methodological rigour promoted
sensitivity in understanding the complexities of participants' lived experiences of
the phenomenon being investigated (Gregory, 2020).
The interview transcripts were imported into Atlas.ti for analysis. coding and co-
coding was done of this qualitative software to assist with the credibility of data
because it reduces biases. The codes were created using the keywords from the
research question. Furthermore, the software also created categories guided by
Vygotsky’s (1978) sociocultural theory. Additionally, the researchers identified
connections, relationships, implications for theory and topics for future research
to expand this area of study. Subsequently, five themes were identified which
assisted in interpreting, recording, presenting and discussing the findings.
4.7 Ethical considerations
Before the commencement of data collection, the General/Human Research Ethics
Committee (GHREC) of the University of the Free State issued the ethical
approval certificate, number UFS-HSD2022/0808/22. Next, the researchers
obtained gatekeepers’ permission from the mobile ECCE management to enable
us to interact with and interview the practitioners. Consent forms were signed by
practitioners after they were advised on the finer details of the study (written and
verbally). Lastly, timeframes for interview sessions to be conducted at were
negotiated with the participants at their various mobile units.
5. Findings and Interpretations
The findings from the semi-structured interviews revealed that ECCE
practitioners in resource-scarce communities improvised to create and utilise
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basic learning materials to enhance children’s holistic development. This
demonstrated that there is leverage in a variety of learning materials by mobile
ECCE practitioners in underprivileged areas. The two ECCE units had a variety
of learning materials; this assisted the researchers in exploring how mobile ECCE
practitioners leverage a variety of learning materials in resource-scarce
communities. Furthermore, it was found that there was a relationship between
learning materials and structured learning environments in the ECCE mobile
sector. Figure 1 generated from Atlas.ti illustrates the availability of learning
materials in ECCE Units 1 and 2.
Figure 1: Availability of learning materials in two ECCE units
(Source: Atlas.ti)
Figure 1 above illustrates that both ECCE units had some access to learning and
environmental materials which provided valuable insights into mobile ECCE
practitioners’ leveraging learning materials in resource-scarce communities in
different organisational contexts. Mobile ECCE practitioners are instrumental in
leveraging available resources effectively to support children's learning and
development, even in resource-scarce communities. Although Unit 1 had limited
resources compared to Unit 2, the mobile ECCE practitioners from this Unit (1)
had lived experiences of leveraging a variety of learning materials. In the context
of Unit 2, it was found that it had sufficient learning materials to promote
children’s holistic development. Interestingly, Unit 1 appeared to be able to offer
a broader range of learning materials with fewer resources, compared to Unit 2.
5.1 Theme 1: Planning as a key strategy in managing a variety of learning
materials
The data from the interviews indicated that mobile ECCE practitioners have
access to a variety of learning materials. The practitioners indicated that they use
the learning materials in the planning of activities.
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“When I'm planning, I use the NCF material. I use the programme
organiser and ladders of learning to reach all the children” (Practitioner
2).
The first question from the interview guide asked the practitioners about the
availability of learning materials in their units. They revealed their lived
experiences as they narrated how they used their ingenuity in leveraging a variety
of learning materials. The following excerpts articulated participants’ responses:
“Yes, the instructional materials we have are enough because we don’t
have plenty of children in our unit. So, the instructional materials are
enough”. (Practitioner 18)
“Yes, the instructional materials are available, and they are enough. We
have toys and other learning materials to support learning. We use toys,
books and book corners for stories. We also have fantasy corners for
children where they make fantasy and we have building blocks for children
to build houses of their choice”.(Practitioner 19)
“Yes, we do have books that we give to children. I also give them toys. As
I have mentioned, the unit operates for three days, so on the 4th day, I do
home visits. If I give children materials this week, then the following week
when I do a home visit, I can take back the materials from the children”.
(Practitioner 5)
There is little evidence from the literature on the aspect of planning as a critical
strategy in managing a variety of learning materials. However, UNICEF (2019)
and Heckman (2020) indicate that the significance of leveraging a variety of
learning materials in ECCE is to promote children’s cognitive development. The
absence of these materials could affect the planning of lessons in learning areas
which may stifle the development of children’s cognitive skills. This is supported
by the theoretical framework which emphasises mediation and scaffolding in
ECEE activities because they assist practitioners in developing children’s holistic
skills (Eun, 2019; Van de Pol et al., 2010).
5.2 Theme 2: Practitioners’ reliance on the National Curriculum Framework
(NCF)
This study found that mobile ECCE practitioners understood the significance of
implementing curriculum policies in leveraging learning materials in resource-
scarce communities. This finding suggested that the community context allows
mobile ECCE practitioners to promote the holistic development of young rural
learners. Practitioner 2, with working experience of four years in mobile ECCE
settings, confirmed the use of learning materials by being guided by the NCF
(DBE, 2016) document to plan teaching and learning activities:
“When I'm planning, I'm use the NCF material. I'm use the programme
organiser and I'm using ladders of learning, and that one is helping me
to reach all the children” (Practitioner 2).
The findings highlight the importance of using legislative guidelines that advise
mobile ECCE practitioners about using learning materials. The literature from
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Neuman and Okeng’o (2019) and Yoshikawa et al. (2020) corroborated that
practitioners need to develop more inclusive and equitable educational policies
and practices to leverage learning materials in mobile ECCE units. In light of this,
resourcefulness, creativity and collaboration are essential in maximising learning
opportunities for children. Additionally, policymakers and funders must be
aware of the disparities in resource allocation between different organisational
units and consider methods to ensure equitable access to learning materials across
all settings.
5.3 Theme 3: Improvisation of teaching and learning resources
The second question from the interview schedule asked mobile ECCE
practitioners about the strategies that they use when they have limited learning
materials. They explained that their lived- experiences of leveraging learning
materials were proactive and enjoyable because they improvised to create
learning materials in their units. The following responses bore testimony to this:
“Yes, we also improvise. Okay, I can say they are sufficient to cover all
the children because we bought others not so long ago. Also we can
improvise and make sure that they are enough for all the children”.
(Practitioner 3)
A probing question was asked on how mobile ECCE practitioners improvised.
Practitioner 2, with experience in teaching for 10 years with a level 5 teaching
qualification in ECCE, explained how they use the improvised learning materials
in their units.
“We are using bottle tops as some of our resources for mathematics so that
they can learn counting skills, just like the abacus and building blocks.
We have other resources for outside: skittles, big walls, small balls, water
play and sea play”. (Practitioner 2)
This study also found that these practitioners may rely on improvisation,
community resources and re-purposing existing materials to meet the unique
learning needs of all children. In addition, it unearthed the importance of
resilience and adaptability in resource-constrained environments. These findings
corroborate the findings of Ghosh et al. (2023) and UNESCO (2022) that OER
promotes collaboration and resource-sharing among practitioners, thus allowing
them to adapt materials to suit local learners, contexts and languages. Similarly,
the SCT encourages practitioners to manipulate learning materials related to
cultural, historical, and institutional contexts (Scott & Palincsar, 2013; Shabani,
2016). Hence, this study suggests that ECCE practitioners can improvise on
learning materials that incorporate cultural and indigenous elements.
For example, Photo 1 below illustrates the learning materials that ECCE
practitioners improvised with in their units:
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Photo 1: Improvisation: learning materials
Photo 1 above depicts a print-rich classroom or learning environment through
pictorial charts. Also, mobile ECCE practitioners improvised by creating relevant
age-appropriate flashcards and posters which they use to interact with the
children. In addition, Photo 1 shows different learning spaces; for example, the
practitioner brought clothes to school as learning materials which were displayed
on the blue table. The practitioner assumed the mediator role to engage learners
on the theme of clothes. This life skills topic fosters foundational knowledge
regarding weather changes, and clothes for different seasons, among others. The
teacher used accessible resources to support and supplement the information in
the posters and pictures. The practitioner displayed one of the ways posters
and/or pictures can be used as valuable learning resources.
5.4 Theme 4: Practitioners' skills in organising the physical learning spaces
The findings demonstrated that mobile ECCE practitioners understood that
resourcefulness is critical to uplift the standards of academic performance at
ECCE units. The practitioners' lived experiences articulated at interviews
explained their leveraging of learning materials in organised physical learning
spaces in mobile ECCE units which offered valuable insights into their practices
and approaches:
“Inside we have a book area, a construction area, a concept area and a
puzzle area. Sometimes to block the construction area; we add blocks. But
the blocks we normally set-up outside”. (Practitioner 1)
“From there, we have outdoor equipment; children have wheels, hula-
hoops, balls and skittles. Those are the materials that we use for children’s
growth.” (Practitioner 4).
Puzzles and books are the ones we use indoors. For outdoors, we use balls,
hula-hoops, and skipping ropes.” (Practitioner 5)
“Like the blocks and the equipment that we need to use in the make-believe
area, such as chairs and tables, we design them. Also, in the concepts area,
we designed some toys. Even in the puzzle area, there are those materials
that I have created myself. Some of the toys we design allow children to
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practise hand-eye coordination to enable them to aim for holes.”
(Practitioner 9)
These findings are consistent with those of other studies that mobile units in rural
areas lack proper infrastructure and conducive learning environments (Aina &
Bipath, 2022). This study revealed that mobile ECCE practitioners successfully
integrated learning and environment materials to stimulate social interaction. The
SCT framework supported social interactions facilitated by both teaching
methods and the astute use of environmental materials (Morales, 2021). In the case
of Unit 2 which was depicted as having sufficient learning materials to support
children's holistic development, they could have fewer constraints in terms of
resource availability, thus allowing them to focus more on curriculum
development and programme implementation
5.5 Theme 5: Categorisation of age-appropriate learning resources
Given that there were limited resources in rural communities, the mobile ECCE
practitioners' lived experiences demonstrated how committed and innovative
they were to use age-appropriate learning materials to enhance teaching-learning
in ECCE settings. Understanding children's developmental requirements,
applying creative adaptation principles and promoting a holistic learning
approach was given top priority in their methods of lesson delivery. The
following extracts confirm this:
“Yes, we've got learning materials that are appropriate for children from
birth to four. There are a lot of materials”. (Practitioner 3)
“Inside the mobile bus, I have a fantasy place. In the fantasy place, like in
a house, mother, father, everything. I have the construction area that they
are going to build. They're going to build everything that they want. I
have their puzzle area that is going to … it is the puzzle that teaches them
how to connect each puzzle to study, to teach them how to make a puzzle,
the whole puzzle”. (Practitioner 2)
The above evidence showed that practitioners demonstrated resilience,
inventiveness, innovativeness and dedication to ensure that every child had
access to high-quality early childhood education, despite daily challenges. The
findings supported previous research conducted by Gupta (2020) and Vagh (2019)
that categorise learning resources into age-appropriate components. Gupta (2020)
explained that resources should not only be accessible but also meaningful and
engaging for children of different ages. Vagh (2019) asserted that the resources
should reflect culture and tradition and be related to real-life situations.
Importantly, the theoretical framework emphasised the importance of mobile
ECCE practitioners in recognising the influence of culture on children’s learning
by incorporating teaching materials compatible with sociocultural contexts
(Harrison & Skrebneva, 2020).
6. Conclusion
The mobile practitioners leverage a variety of learning materials in resource-
scarce communities by integrating innovative practices. The findings
demonstrated that mobile ECCE practitioners employed innovative methods to
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adapt, improvise and to create educational resources in underprivileged
communities. In light of these findings, this study recommend that mobile ECCE
practitioners need to recognise the influence culture has on learning so as to
incorporate teaching materials compatible with the sociocultural context. In
addition, active parental involvement is advised. This study has an implication on
the curriculum design and professional development of practitioners in the
leverage of a variety of learning materials in rural schools. The novelty of this
paper contributes to the curriculum and professional development in resource-
scarce communities in rural areas. The findings of this paper cannot be
generalised because they are limited to the selected ECCE units in the Free State
province, South Africa.
Conflicts of interest: the authors declares no conflict of interest in this
manuscript.
Funding: The research reported in this manuscript received funding from the
Hosken Consolidated Investments Foundation (HCIF), Cape Town, South Africa,
https://hcifoundation.co.za/(Grant Number 1-182-P4452).
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