HREDU82
Assignment 2 ECD 2026
Unique number:
Due Date: 30 June 2026
Play-Based Learning and Early Literacy Development in Grade R Public Schools
1. Introduction
Early literacy development is very important in Grade R because it prepares young learners
for reading, writing and learning in later grades. In the South African public school context,
Grade R is expected to help children develop listening, speaking, vocabulary, phonological
awareness, early reading behaviour and early writing confidence before they move into
Grade 1 (Department of Basic Education, 2011). Play-based learning is useful in this stage
because young children do not learn best through pressure, long sitting, copying and formal
teaching only (Zosh et al., 2018). When children play with stories, songs, rhymes, drawing,
role play and printed materials, they begin to use language in a natural way while also
building the confidence needed for school learning (International Literacy Association, 2020).
This literature review discusses what research says about play-based learning and early
literacy development in Grade R public schools. The review is guided by the main research
question, which asks how play-based learning influences early literacy development among
Grade R learners in South African public schools. It also considers how play-based learning
is implemented, how learners engage in literacy activities during play, and what challenges
teachers experience when they use play to support early literacy (Department of Basic Terms of use
Education, 2015). The discussion does By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
Play-Based Learning and Early Literacy Development in Grade R Public
Schools
1. Introduction
Early literacy development is very important in Grade R because it prepares young
learners for reading, writing and learning in later grades. In the South African public
school context, Grade R is expected to help children develop listening, speaking,
vocabulary, phonological awareness, early reading behaviour and early writing
confidence before they move into Grade 1 (Department of Basic Education, 2011).
Play-based learning is useful in this stage because young children do not learn best
through pressure, long sitting, copying and formal teaching only (Zosh et al., 2018).
When children play with stories, songs, rhymes, drawing, role play and printed
materials, they begin to use language in a natural way while also building the
confidence needed for school learning (International Literacy Association, 2020).
This literature review discusses what research says about play-based learning and
early literacy development in Grade R public schools. The review is guided by the
main research question, which asks how play-based learning influences early
literacy development among Grade R learners in South African public schools. It also
considers how play-based learning is implemented, how learners engage in literacy
activities during play, and what challenges teachers experience when they use play
to support early literacy (Department of Basic Education, 2015). The discussion does
not treat play as free time without learning, because good play-based learning needs
planning, teacher guidance and meaningful classroom interaction (Pyle et al., 2017).
The review argues that play can support early literacy, but its success depends on
the teacher, the classroom context, available resources and the way play is linked to
literacy goals.
2. Literature Review
2.1 Understanding play-based learning in Grade R
Play-based learning refers to learning activities where children explore, talk, imagine,
create and solve problems while the teacher still keeps the learning purpose in mind.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
In Grade R, this can include pretend play, storytelling, picture talk, word games,
songs, rhymes, drawing, building activities and shared reading corners (Department
of Basic Education, 2011). Research shows that play becomes educational when
children are allowed to make meaning through action and language, while the
teacher supports them with questions and new words (Zosh et al., 2018). This
means play-based learning is not the same as leaving children alone without
guidance, because teachers still have to plan activities that develop language and
early literacy.
A strong point in the literature is that play fits the way young children learn because it
gives them space to use their bodies, voices and imagination while learning. In early
childhood classrooms, children often understand ideas better when they can act
them out, repeat words, use objects and talk to other children (Pyle et al., 2017).
This is important for Grade R learners because many of them are still developing the
confidence to speak, listen and express ideas in a school setting (International
Literacy Association, 2020). Play-based learning therefore supports early literacy by
creating many chances for children to hear words, use words and connect language
with real experiences.
2.2 Play-based learning and the Grade R curriculum
The Grade R curriculum supports active learning because children in this phase
need meaningful experiences rather than only formal instruction. CAPS expects
Grade R learners to develop language through listening, speaking, shared reading,
emergent writing and interaction with print-rich environments (Department of Basic
Education, 2011). The National Curriculum Framework also supports learning
through relationships, communication, exploration and play in early childhood
settings (Department of Basic Education, 2015). This shows that play-based learning
is not outside the curriculum, but it is one way of helping young learners meet
curriculum expectations in a child-friendly manner.
In public schools, the problem is that play is sometimes treated as less serious than
formal literacy teaching, especially when teachers feel pressure to prepare children
for Grade 1. This can lead to worksheets, copying and drilling being used too early,
even when young children still need active and language-rich learning experiences
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 2 ECD 2026
Unique number:
Due Date: 30 June 2026
Play-Based Learning and Early Literacy Development in Grade R Public Schools
1. Introduction
Early literacy development is very important in Grade R because it prepares young learners
for reading, writing and learning in later grades. In the South African public school context,
Grade R is expected to help children develop listening, speaking, vocabulary, phonological
awareness, early reading behaviour and early writing confidence before they move into
Grade 1 (Department of Basic Education, 2011). Play-based learning is useful in this stage
because young children do not learn best through pressure, long sitting, copying and formal
teaching only (Zosh et al., 2018). When children play with stories, songs, rhymes, drawing,
role play and printed materials, they begin to use language in a natural way while also
building the confidence needed for school learning (International Literacy Association, 2020).
This literature review discusses what research says about play-based learning and early
literacy development in Grade R public schools. The review is guided by the main research
question, which asks how play-based learning influences early literacy development among
Grade R learners in South African public schools. It also considers how play-based learning
is implemented, how learners engage in literacy activities during play, and what challenges
teachers experience when they use play to support early literacy (Department of Basic Terms of use
Education, 2015). The discussion does By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
Play-Based Learning and Early Literacy Development in Grade R Public
Schools
1. Introduction
Early literacy development is very important in Grade R because it prepares young
learners for reading, writing and learning in later grades. In the South African public
school context, Grade R is expected to help children develop listening, speaking,
vocabulary, phonological awareness, early reading behaviour and early writing
confidence before they move into Grade 1 (Department of Basic Education, 2011).
Play-based learning is useful in this stage because young children do not learn best
through pressure, long sitting, copying and formal teaching only (Zosh et al., 2018).
When children play with stories, songs, rhymes, drawing, role play and printed
materials, they begin to use language in a natural way while also building the
confidence needed for school learning (International Literacy Association, 2020).
This literature review discusses what research says about play-based learning and
early literacy development in Grade R public schools. The review is guided by the
main research question, which asks how play-based learning influences early
literacy development among Grade R learners in South African public schools. It also
considers how play-based learning is implemented, how learners engage in literacy
activities during play, and what challenges teachers experience when they use play
to support early literacy (Department of Basic Education, 2015). The discussion does
not treat play as free time without learning, because good play-based learning needs
planning, teacher guidance and meaningful classroom interaction (Pyle et al., 2017).
The review argues that play can support early literacy, but its success depends on
the teacher, the classroom context, available resources and the way play is linked to
literacy goals.
2. Literature Review
2.1 Understanding play-based learning in Grade R
Play-based learning refers to learning activities where children explore, talk, imagine,
create and solve problems while the teacher still keeps the learning purpose in mind.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 81 278 3372
In Grade R, this can include pretend play, storytelling, picture talk, word games,
songs, rhymes, drawing, building activities and shared reading corners (Department
of Basic Education, 2011). Research shows that play becomes educational when
children are allowed to make meaning through action and language, while the
teacher supports them with questions and new words (Zosh et al., 2018). This
means play-based learning is not the same as leaving children alone without
guidance, because teachers still have to plan activities that develop language and
early literacy.
A strong point in the literature is that play fits the way young children learn because it
gives them space to use their bodies, voices and imagination while learning. In early
childhood classrooms, children often understand ideas better when they can act
them out, repeat words, use objects and talk to other children (Pyle et al., 2017).
This is important for Grade R learners because many of them are still developing the
confidence to speak, listen and express ideas in a school setting (International
Literacy Association, 2020). Play-based learning therefore supports early literacy by
creating many chances for children to hear words, use words and connect language
with real experiences.
2.2 Play-based learning and the Grade R curriculum
The Grade R curriculum supports active learning because children in this phase
need meaningful experiences rather than only formal instruction. CAPS expects
Grade R learners to develop language through listening, speaking, shared reading,
emergent writing and interaction with print-rich environments (Department of Basic
Education, 2011). The National Curriculum Framework also supports learning
through relationships, communication, exploration and play in early childhood
settings (Department of Basic Education, 2015). This shows that play-based learning
is not outside the curriculum, but it is one way of helping young learners meet
curriculum expectations in a child-friendly manner.
In public schools, the problem is that play is sometimes treated as less serious than
formal literacy teaching, especially when teachers feel pressure to prepare children
for Grade 1. This can lead to worksheets, copying and drilling being used too early,
even when young children still need active and language-rich learning experiences
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
