A Teacher-directed Approach to Teaching and Learning of Mathematics in Early Childhood Second Language Classrooms in South Africa

Abstract

This article examines how a teacher-directed pedagogy applied during morning ring in early childhood classrooms (also known as morning circle time) may support the learning and teaching of mathematics to children who receive tuition in English as their second language. The study aimed to explore the impact of direct instruction on the teaching and learning of mathematics in early childhood second language classrooms through a systematic literature review, combining contextual and conceptual review methods. The literature was analysed according to three predetermined topics: ‘Early childhood teaching and learning practices’, ‘Direct instruction’, and ‘Cognitive load theory.’ Each topic was further examined by identifying sub-topics. This study suggests that combining teacher-directed activities using flashcards, toys, and games during the morning ring can be a dynamic and effective approach to introducing new mathematical concepts (in a second language) to children aged (3-6 years). This approach not only supports novice mathematical learning from a working memory perspective but also captures young children’s attention and nurtures their early cognitive development. Due to its support of working memory, this approach provides a strong foundation for future mathematics learning in a second language while making the process enjoyable and engaging for young learners. Since morning ring time is integral to early childhood education, this article proposes strategies to bridge the gap between play-based learning and direct instruction when teaching concepts such as colors, numbers, and shapes to second-language early childhood learners. By following these guidelines, educators can better support second language learning in early childhood mathematics education.