Teachers’ perceptions on pre-school attendance on pupils’ learning of oral English: the case of pre-schools in Gaborone

Abstract

Teachers’ perceptions of pre-school attendance on pupils’ learning of oral English: The case of pre-schools in Gaborone (under the supervision of Professor M. Mosothwane). This study sought to examine teacher’s perception of pre-school attendance on standard one pupils’ learning of oral English. Teachers and pupils were chosen as respondents and they were provided with questionnaires to respond to. The information they filled on the questionnaires was analysed by the researcher. According to the data that were analysed, teachers who teach standard one pupils have indicated that pupils who come to primary school with pre-school background have higher cognitive knowledge as compared to their counterparts. The paper concluded by observing that pre-school education equips children with pre-requisite skills which make learning in standard one easier and faster for children so exposed. Finally, the researcher suggested recommendations that when implemented, a good number of pupils may enrol in pre-schools before starting regular schools, hence they will start standard one with a higher cognitive level in the learning of oral English language.