The Role of Teachers in Fostering Literacy Practices among Preschoolers in South Africa

Using a descriptive phenomenological qualitative research approach, this article explored the roles of teachers in fostering literacy practices among preschoolers in selected schools in South Africa. Fifteen preschool teachers were interviewed at the preschool centers where they are employed. Interviews and environmental field notes were used as data sources. A thematic analysis strategy was applied to analyse the data. The findings revealed that teachers take on the roles of nurturer, researcher, facilitator, and advocator, depending on circumstances dictated by the literacy practice interactions in the classrooms. The role of nurturer is regarded as the foundation for teacher-preschooler interactions, which opens possibilities for preschoolers to engage and participate in more literacy activities in the classrooms. The roles of teachers in fostering literacy practices in the classrooms develop and change over time in relation to the rapid growth of preschoolers, group dynamics, and preschooler–teacher relationships. This article suggests that the teacher’s role in fostering literacy practices within the classrooms is complex and ever-changing and requires integrated mobilization of literacy resources for all stakeholders.