TPF2602
Assessment 50
PORTFOLIO
Due 20 August 2025
, TPF2602
Assessment 50
PORTFOLIO
Due 20 August 2025
TEACHING PRACTICE EXPERIENCE
SECTION 1: INTRODUCTION
My five-week teaching practice at Mamelodi Primary School provided a deeply
immersive and intellectually transformative engagement with the lived realities of early
childhood education in a linguistically diverse and resource-constrained urban South
African setting. This experience sharpened my appreciation for the complex,
multifaceted role of the Foundation Phase educator—not merely as a transmitter of
knowledge, but as a facilitator of learning, curriculum interpreter, relational nurturer, and
inclusive practitioner committed to child-centred pedagogy.
Located within a township community marked by rich linguistic heterogeneity—primarily
Sepedi, isiZulu, and English—the school environment necessitated a responsive,
flexible approach to teaching and learning. Daily interaction with Grade R and Grade 1
learners allowed me to gradually transition from structured observation to co-teaching
and ultimately to full pedagogical responsibility. Throughout this process, my planning
and classroom practices were continually shaped by theoretical insights drawn from
core modules such as CHL2601 (Children’s Literature), MFP1501 (Mathematics for the
Foundation Phase), LSP1501 (Life Skills), and CDE2601 (Child Development and
Learning).
This journey marked a critical shift from passive knowledge reception to the intentional
application of educational theory in dynamic, real-world contexts. I developed a deeper
understanding of how young children construct meaning through play, repetition,
sensory exploration, and peer interaction—processes that are foundational to effective
early learning.
Assessment 50
PORTFOLIO
Due 20 August 2025
, TPF2602
Assessment 50
PORTFOLIO
Due 20 August 2025
TEACHING PRACTICE EXPERIENCE
SECTION 1: INTRODUCTION
My five-week teaching practice at Mamelodi Primary School provided a deeply
immersive and intellectually transformative engagement with the lived realities of early
childhood education in a linguistically diverse and resource-constrained urban South
African setting. This experience sharpened my appreciation for the complex,
multifaceted role of the Foundation Phase educator—not merely as a transmitter of
knowledge, but as a facilitator of learning, curriculum interpreter, relational nurturer, and
inclusive practitioner committed to child-centred pedagogy.
Located within a township community marked by rich linguistic heterogeneity—primarily
Sepedi, isiZulu, and English—the school environment necessitated a responsive,
flexible approach to teaching and learning. Daily interaction with Grade R and Grade 1
learners allowed me to gradually transition from structured observation to co-teaching
and ultimately to full pedagogical responsibility. Throughout this process, my planning
and classroom practices were continually shaped by theoretical insights drawn from
core modules such as CHL2601 (Children’s Literature), MFP1501 (Mathematics for the
Foundation Phase), LSP1501 (Life Skills), and CDE2601 (Child Development and
Learning).
This journey marked a critical shift from passive knowledge reception to the intentional
application of educational theory in dynamic, real-world contexts. I developed a deeper
understanding of how young children construct meaning through play, repetition,
sensory exploration, and peer interaction—processes that are foundational to effective
early learning.
