A psychosocial perspective on school readiness for migrant children: a case study in a public secondary school in Krugersdorp, South Africa
Date
2020
Authors
Blessed-Sayah, Sarah Enaan-Maseph
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Abstract
This study focused on a psychosocial perspective of school readiness for migrant children in
Public Secondary School PQR in Krugersdorp, South Africa. The main aim of the study was
to discover what school readiness means for teachers and parents in the context of both
psychological and social development for migrant children in South Africa. Consequently, the
study focused on a psychosocial approach to school readiness related to migrant children in
Krugersdorp, South Africa. The specific questions that this study sought to answer were what
teachers’ and parents’ perceptions of school readiness are; what the psychosocial challenges
faced by migrant children in relation to school readiness are and; what strategies are in place
to address some of the psychosocial challenges faced by migrant children in relation to school
readiness.
This study employed a qualitative research design using a case study method. The researcher
collected data using a semi-structured interview guide. Participants were recruited using non
probability sampling methods including purposive and convenience sampling. A total of 13
participants were recruited and they consented to participate in the study. The participants
included 7 teachers and 6 parents of migrant children in Public Secondary School PQR. All
interviews were conducted in a private room at the school following successful appointments
with participants. All interviews were audio-recorded and, the researcher drafted detailed field
notes following each interview. Audio-files were transcribed by the researcher and, transcripts
were read and re-read to identify common patterns and emerging themes in relation to
meanings as well as understandings of school readiness as provided by study participants. Data
were analysed using a constant comparative method of qualitative analysis within a grounded
theory approach. Verbatim quotations were used to illuminate the key themes.
The findings of this study suggested that both teachers and parents of migrant children in Public
Secondary School PQR seem to explain school readiness from a traditional viewpoint (which
places the responsibility of preparedness for school on the child). Factors such as social
challenges that were revealed to be particular to migrant children and their being prepared to
start school at grade seven or even to move to tertiary institutions seemed not to be considered
at first instance. The study also revealed that migrant children in Public Secondary School PQR
faced both social and psychological challenges in relation to their readiness for school. Also,
the study found that the strategy in place to address the psychosocial challenges faced by
migrant children was limited.
In conclusion, this study argues that; in order to explain school readiness for migrant children
in Krugersdorp, South Africa, the challenges ranging from children’s lack of proper
documentation to parental issues such as uncooperativeness, have to be put in perspective while
considering the cognitive levels of preparedness for school. The study suggests that there is a
dire need for the conceptualisation and explanation of the issue of school readiness from a
perspective that integrates both cognitive and or psychological factors with the real-life
situation or context of the lived experiences of the migrant children community in Public
Secondary School PQR.
Description
A research report submitted in partial fulfilment of the requirements for the degree of Master of Education to the Faculty of Humanities at the University of Witwatersrand, Johannesburg, 2020