Authors : Malise Tshimangadzo Precious; Mulovhedzi Shonisani Agnes

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/yuujpmh

Scribd : https://tinyurl.com/2npym7w5

DOI : https://doi.org/10.38124/ijisrt/25nov1083

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : In numerous South African classes, learners enter Grade R with different levels of experience in early childhood education, which can impact their capability to adjust into formal learning environments and participate in important life skills activities. This study aimed to explore how life skills are developed in Grade R learners with and without pre-Grade R experience. A qualitative research approach was used along with Bronfenbrenner ecological system theory. The population of the study was Grade R teachers. A purposive sampling method was used to select eight teachers from four schools in the Nzhelele Area that had multiple Grade R classes. Data collection was done through semi structured interviews, classroom observations, and document analysis. The findings suggested that learners who attended pre-Grade R exhibited more school readiness, improved social communication skills, and early acquisition of crucial skills, compared to those without such exposure. They also show early literacy development and emotional regulation due to structured early learning environments.

Keywords : Early Childhood Education, Learner’s Diversity, Life Skills, Pre-Grade R, School Readiness.

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