Classroom communication skills of Early Childhood Development (ECD) practitioners in a low-resourced community

This study aimed to investigate the classroom communication skills of ECD practitioners in a low-resourced community in South Africa by analysing the language learning environment (LLE), language learning opportunities (LLO), and language learning interactions (LLI) observed in the classroom. A quantitative, non-experimental, cross-sectional, observational study was conducted in 25 classrooms across eight ECD centres in a low-resourced peri-urban South African community. The Communication Supporting Classroom Observation Tool (CSCOT) was used to describe the language learning environment, language learning opportunities, and language learning interactions. A biographical questionnaire was administered, and a descriptive analysis of participant demographics and classroom characteristics was conducted. CSCOT items were scored for presence and frequency, and descriptive statistics were used to analyse the frequency of occurrence across all observation dimensions.Resource constraints were noted in the LLE domain, particularly in the limited availability of labeled materials, defined learning areas, and books. In the LLO domain, three items were observed in most classrooms, namely, children were frequently included in activities, small group work, and structured conversations with adults. However, two items, structured conversations with peers and interactive book reading, were observed infrequently. In the LLI domain, child-oriented approaches, such as confirming and imitating child utterances, were implemented frequently. In contrast, high-support strategies, such as modelling and providing choices, were rarely seen.