Teachers’ Perceptions on the Effects of Poverty in Early Childhood Learning in a Selected Village

Abstract

Poverty continues to pose a significant challenge to educational development, particularly in the early years of a child’s life. Teachers, as primary facilitators of learning, are uniquely positioned to observe how socioeconomic conditions influence children’s cognitive, emotional, and social development. Hence, the current study explored teachers’ perceptions on the effects of poverty on early childhood learning at a selected village in Limpopo Province. The study used a qualitative exploratory research design. A sample of 12 participants was selected through purposive sampling. Data was collected through semi-structured interviews using an interview guide and analyzed through thematic content analysis. The findings revealed that poverty affects learners’ academic performance in the classroom, including poor participation in classroom activities, poor scholastic performance, poor attendance, and dropping out of school. The results further revealed that children are affected psychologically due to bullying, being labeled poor, and stress. The findings of this study show that poverty has a profound and multidimensional impact on learners’ academic and psychological well-being. Therefore, the government, schools, parents, and the community can help reduce the negative effects of poverty on learning by collaborative efforts.