Abstract
Despite the widespread advocacy for play-based pedagogy in South Africa, little is known about teachers’ perceptions of structured programmes like Six Bricks®. This study explored the perceptions of Foundation Phase teachers regarding the Six Bricks® programme, a play-based teaching approach that uses LEGO® bricks to enhance learning in educational settings. It highlights the importance of play in early childhood education and explores teachers’ perceptions of the programme and its effect on learning. Although the programme has been in place in South Africa since 2019, there remains limited research on its impact on learners’ learning outcomes.
Several small-scale exploratory and classroom studies, including those focused on learners’ cognitive skills, have shown promising results with Six Bricks® activities in early grades. However, these studies often face limitations, such as small sample sizes, single-site designs or a primary focus on descriptive methods. Consequently, some findings related to learner outcomes lack strong statistical significance, especially within South African contexts.
This study used qualitative research methods, including semi-structured interviews and classroom observations, across three schools in the Lejweleputswa district of the Free State. It shows that teachers mainly perceived the Six Bricks® programme as engaging and having a positive impact on their classroom practices. Participants suggested that integrating play-based learning promotes creativity, collaboration and critical thinking skills among learners, allowing them to become active participants in their learning.
Furthermore, the study noted both the benefits and challenges of integrating play-based learning into the curriculum. Although teachers recognise the positive effects of the programme on learner engagement and learning outcomes, they also raised concerns about the availability of resources, training and, institutional support needed for its ongoing implementation.
This study contributes to the scholarship by providing empirical evidence of teachers’ perceptions of Six Bricks® in under-resourced South African schools, an area that is currently under-researched. The findings highlight the importance of ongoing professional development for teachers and the necessity of strategic planning to integrate play-based approaches into South Africa’s broader education system. This...