ASSIGNMENT 3
CASE STUDY:
ECO-SYSTEMIC ANALYSIS OF A LEARNER IN THE FOUNDATION PHASE
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
EDUCATIONAL PSYCHOLOGY - FP (ED4-PSY1)
AT
CORNERSTONE INSTITUTE
BY
…
9 SEPTEMBER 2020
, 1. INTRODUCTION
According to Van der Berg & Spaull (2020), the socioeconomic impact of lockdown and
school closures may have a long-lasting impact on learners’ holistic development and
psychosocial well-being, specifically the disadvantaged youth of South Africa. The nation-
wide lockdown intended to curb the spread of COVID-19, yet evidence suggests that the
economic, social, and health costs for children have been far greater (Van der Berg &
Spaull, 2020: 1). Based on governments current projections for the remaining school year,
learners in the Foundation Phase will have lost 49 school days that is assuming there will be
no more school closures, which is unlikely considering the risk of a resurgence in COVID-19
cases (Van der Berg & Spaull, 2020: 5). With many schools having to close for cleaning
when there is a new case it can be very disruptive for learners and teachers as well as
create difficulties for parents.
In an analysis of the Quarterly Labour Force Survey (QLFS) of 2019, Van der Berg and
Spaull (2020) reveal that “if all employed workers return to work, there would be more than 2
million children aged 0-15 years without an older sibling (15 years+) or an adult caregiver to
look after them”. It remains unclear how long schools will continue to stay open and what
adverse socioeconomic stresses the pandemic is placing on South Africa’s most
disadvantaged youth, their families, their local communities, and the education system.
Foundation Phase learners have slowly been returning to school under strict regulations as
the country moved into level 2 lockdown. There is a growing concern amongst teachers and
parents with regards to learner’s psychological health and their ability to adapt to the
changing school environment such as having to social distance in and out of class and
wearing masks all day.
Teachers are under extreme pressure to move through the curriculum in limited time and to
provide psychosocial support to those in need, this is a daunting task for many teachers
whose classes are already overcrowded and underfunded. With growing concern for
children’s mental health and ability to cope with stress, there is a need for qualified
counsellors and dedicated teachers that have a sound understanding of learners'
interdependent systems to create appropriate intervention to support children transitioning
back to school. Donald, Lazarus, and Lolwana (2002:19) outline support as assistance “from
within schools as well as in areas such as health, social work, psychological and learning
support, speech and hearing and physio/occupational therapy; and from other community
resources”.
To continue to build an inclusive education system as outlined in the White Paper 6 and to
ensure optimal learning takes place for all learners in South Africa it is vital to consider the
2
CASE STUDY:
ECO-SYSTEMIC ANALYSIS OF A LEARNER IN THE FOUNDATION PHASE
IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR
EDUCATIONAL PSYCHOLOGY - FP (ED4-PSY1)
AT
CORNERSTONE INSTITUTE
BY
…
9 SEPTEMBER 2020
, 1. INTRODUCTION
According to Van der Berg & Spaull (2020), the socioeconomic impact of lockdown and
school closures may have a long-lasting impact on learners’ holistic development and
psychosocial well-being, specifically the disadvantaged youth of South Africa. The nation-
wide lockdown intended to curb the spread of COVID-19, yet evidence suggests that the
economic, social, and health costs for children have been far greater (Van der Berg &
Spaull, 2020: 1). Based on governments current projections for the remaining school year,
learners in the Foundation Phase will have lost 49 school days that is assuming there will be
no more school closures, which is unlikely considering the risk of a resurgence in COVID-19
cases (Van der Berg & Spaull, 2020: 5). With many schools having to close for cleaning
when there is a new case it can be very disruptive for learners and teachers as well as
create difficulties for parents.
In an analysis of the Quarterly Labour Force Survey (QLFS) of 2019, Van der Berg and
Spaull (2020) reveal that “if all employed workers return to work, there would be more than 2
million children aged 0-15 years without an older sibling (15 years+) or an adult caregiver to
look after them”. It remains unclear how long schools will continue to stay open and what
adverse socioeconomic stresses the pandemic is placing on South Africa’s most
disadvantaged youth, their families, their local communities, and the education system.
Foundation Phase learners have slowly been returning to school under strict regulations as
the country moved into level 2 lockdown. There is a growing concern amongst teachers and
parents with regards to learner’s psychological health and their ability to adapt to the
changing school environment such as having to social distance in and out of class and
wearing masks all day.
Teachers are under extreme pressure to move through the curriculum in limited time and to
provide psychosocial support to those in need, this is a daunting task for many teachers
whose classes are already overcrowded and underfunded. With growing concern for
children’s mental health and ability to cope with stress, there is a need for qualified
counsellors and dedicated teachers that have a sound understanding of learners'
interdependent systems to create appropriate intervention to support children transitioning
back to school. Donald, Lazarus, and Lolwana (2002:19) outline support as assistance “from
within schools as well as in areas such as health, social work, psychological and learning
support, speech and hearing and physio/occupational therapy; and from other community
resources”.
To continue to build an inclusive education system as outlined in the White Paper 6 and to
ensure optimal learning takes place for all learners in South Africa it is vital to consider the
2
