A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers in South Africa

Children from privileged backgrounds enter the schooling system at a greater advantage than children from impoverished homes. Owing to the discrepancies between the home and the school, and negative schooling experiences, the vast majority of children in schools within impoverished neighbourhoods suffer from the effects of environmental, socio-economic and educational deprivation, and are likely to experience 'special needs' when entering the formal school system. Equalising opportunities and access should therefore be provided for these children.