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Observations on early school failure in Zulu children
J J Frets-Van Buuren1, E Letuma, G Daynes
1Madadeni Hospital, Newcastle, Natal.
Summary
Many children repeating school entry grades (Substandard A) were not mentally retarded. Visual defects, hearing issues, and lack of food were key factors, alongside early school entry and large class sizes.
Area of Science:
- Pediatrics
- Educational Psychology
- Public Health
Background:
- A significant number of children were repeating the initial school entry grade (Substandard A) in KwaZulu townships.
- Previous assumptions about intellectual disability as the primary cause of repetition were investigated.
Purpose of the Study:
- To screen 2,190 repeaters to identify factors contributing to their academic failure.
- To discuss the implications of these findings for educational interventions.
Main Methods:
- Screening of 2,190 children in 25 junior primary schools.
- Intelligence testing adapted by assessing speed of learning due to initial difficulties.
- Identification of visual and hearing defects, nutritional status, preschool education, and classroom environment factors.
Main Results:
- The percentage of mentally retarded children among repeaters was not higher than expected globally.
- Visual and hearing defects, and lack of pre-school meals significantly impacted performance.
- Inadequate preschool teaching, large class sizes, wide age ranges, and premature school entry contributed to pupil anxiety and failure.
Conclusions:
- Repetition in early grades is multifactorial, with sensory deficits and environmental factors playing a crucial role.
- Simple, targeted interventions can yield encouraging results, as evidenced by follow-up studies.
- Addressing factors like nutrition, early childhood education, and classroom management is vital for reducing school repetition.