, GRT1501
ASSIGNMENT 3
(PORTFOLIO) 2026
DUE OCTOBER 2026
Question 1 [50 Marks]
1.1 Define play-based pedagogy and explain its importance in supporting learning and
development in a Grade R classroom. (6)
Play-based pedagogy is a teaching and learning approach that recognises play as the central mode
through which young children make sense of their world, acquire skills, and construct knowledge
(Van Wyk, 2019). It is a child-friendly method that deliberately utilises spontaneous and guided
play activities to support holistic development across physical, cognitive, socio-emotional, moral,
and language domains (Excell and Linington, 2015). In a Grade R classroom, this pedagogy is
important because children aged five to six are most receptive to learning during play and
exploration, making it the globally regarded best approach for early years education (Department
of Basic Education, 2011). Play-based learning allows children to develop foundational sensory skills,
critical thinking, problem-solving, and self-regulation in a meaningful context that formal
instruction often fails to provide (Pyle and Danniels, 2017). Furthermore, research indicates that
play-oriented early childhood programmes contribute to long-term academic gains by fostering
creativity, resourcefulness, and emotional strengths essential for school readiness (Weisberg,
Hirsh-Pasek and Golinkoff, 2013).
1.2 Describe two play-based activities that a Grade R teacher can use to develop early numeracy
skills. Explain how each activity promotes mathematical learning. (6)
One activity is a traditional counting game such as kgati (rope-skipping), where children count
aloud in unison as they jump (Department of Basic Education, 2011). This promotes mathematical
learning by embedding one-to-one correspondence and counting sequences within a rhythmic,
embodied practice; children who may struggle with formal counting often gain confidence and
fluency when the counting is integrated into physical play (Excell and Linington, 2015). A second
activity is beadwork or threading patterns, where children create sequences using coloured beads
or bottle caps (Van Wyk, 2019). This promotes mathematical learning by developing pattern
recognition, symmetry, and ordering skills as children create and extend repeating sequences,
which are foundational to algebraic thinking and spatial reasoning (Pyle and Danniels, 2017). Both
activities demonstrate how mathematical concepts can be learned incidentally through concrete,
enjoyable play rather than abstract instruction (Weisberg, Hirsh-Pasek and Golinkoff, 2013).
ASSIGNMENT 3
(PORTFOLIO) 2026
DUE OCTOBER 2026
Question 1 [50 Marks]
1.1 Define play-based pedagogy and explain its importance in supporting learning and
development in a Grade R classroom. (6)
Play-based pedagogy is a teaching and learning approach that recognises play as the central mode
through which young children make sense of their world, acquire skills, and construct knowledge
(Van Wyk, 2019). It is a child-friendly method that deliberately utilises spontaneous and guided
play activities to support holistic development across physical, cognitive, socio-emotional, moral,
and language domains (Excell and Linington, 2015). In a Grade R classroom, this pedagogy is
important because children aged five to six are most receptive to learning during play and
exploration, making it the globally regarded best approach for early years education (Department
of Basic Education, 2011). Play-based learning allows children to develop foundational sensory skills,
critical thinking, problem-solving, and self-regulation in a meaningful context that formal
instruction often fails to provide (Pyle and Danniels, 2017). Furthermore, research indicates that
play-oriented early childhood programmes contribute to long-term academic gains by fostering
creativity, resourcefulness, and emotional strengths essential for school readiness (Weisberg,
Hirsh-Pasek and Golinkoff, 2013).
1.2 Describe two play-based activities that a Grade R teacher can use to develop early numeracy
skills. Explain how each activity promotes mathematical learning. (6)
One activity is a traditional counting game such as kgati (rope-skipping), where children count
aloud in unison as they jump (Department of Basic Education, 2011). This promotes mathematical
learning by embedding one-to-one correspondence and counting sequences within a rhythmic,
embodied practice; children who may struggle with formal counting often gain confidence and
fluency when the counting is integrated into physical play (Excell and Linington, 2015). A second
activity is beadwork or threading patterns, where children create sequences using coloured beads
or bottle caps (Van Wyk, 2019). This promotes mathematical learning by developing pattern
recognition, symmetry, and ordering skills as children create and extend repeating sequences,
which are foundational to algebraic thinking and spatial reasoning (Pyle and Danniels, 2017). Both
activities demonstrate how mathematical concepts can be learned incidentally through concrete,
enjoyable play rather than abstract instruction (Weisberg, Hirsh-Pasek and Golinkoff, 2013).
