South Africa faces a crisis in its foundational schooling years. A 2023 report shows that 81% of Grade 4 learners cannot read for meaning in any language and, by Grade 6, almost 70% of learners still have not developed grade-level reading skills.
The implications stretch far beyond reading and writing: Without this foundation, learners struggle to grasp complex concepts in science, technology, engineering, art and maths (STEAM) subjects, thus limiting their ability to engage with the digital world in which they will one day have to work.
Caroline Miller, the newly appointed principal for Centennial Schools’ Foundation Phase, says writing is the essential skill that underpins all future learning. “Writing is not just about ‘putting letters on a page’. It is one of the most complex tasks a learner’s brain can perform: co-ordinating intellectual, physical and emotional systems simultaneously. The act of writing teaches learners how to organise thoughts, reason and express themselves – all before they ever touch a keyboard.”
While technology can accelerate learning later on, young learners who do not show a firm foundation in literacy risk becoming cognitively passive; reliant on prompts, predictive text or algorithms rather than their own reasoning. Introducing technology too early can bypass the necessary ‘mental struggle’ that builds focus, logic and critical thinking.
“The messy, deliberate work of handwriting prepares learners to approach problems with independence and clarity – it is thinking made visible,” says Miller. “When learners write, they sequence ideas, prioritise information and analyse connections, thus building the neural pathways that will later support coding and digital problem-solving.”
Writing strengthens memory, attention and the ability to break down complex problems into manageable steps – all of which are skills directly transferable to coding and algorithmic thinking.
Writing also fosters emotional agency. “When learners express themselves in writing, they are giving themselves a voice. They learn to reflect on their feelings, and communicate their ideas clearly. These are the skills that will allow them to navigate any future context, whether in school, work or life.”
What does this ‘writing first’ philosophy look like in practice? Taking learners out of traditional classrooms is a starting point. Foundation Phase learners who work in flexible ‘hubs’ designed for enquiry, movement and collaboration develop independence, confidence and readiness for future academic demands. When supported by a teaching model that provides structured opportunities to explore and apply their thinking, leaners engage more fully with facts and concepts.
Early intervention and personalised guidance, informed by data insights, mean teachers can identify gaps before they become entrenched, while the slow integration of technology serves as a meaningful tool rather than a substitute for core skills. In turn, ‘slow pedagogy’ – an approach that emphasises unhurried, thoughtful engagement – ensures learners develop resilience, focus, creativity and curiosity alongside their literacy.
By learning to write with a pen, on paper, first, learners build the cognitive skills needed to thrive in any discipline. This approach ensures they can solve coding and other technology-based challenges with independently and confidently. It means they are equipped to shape the future rather than simply respond to it.
As students progress into middle and high school, some begin to struggle academically. This is often linked to factors such as overcrowded classrooms and limited individualised attention in the early years.
“Our approach to bridging this gap is to structure our foundation phase classrooms with two qualified teachers,” Miller explains. “This model ensures every child receives meaningful individual attention, consistent academic support and guidance that addresses their broader developmental needs. Ultimately, we are equipping our students with the strong academic foundation, confidence and resilience they need to transition smoothly into middle and high school.”
With over four decades of experience spanning pre-primary and preparatory education, Miller brings both insight and vision to Centennial Schools’ Foundation Phase. She has witnessed the evolution of early schooling and recognises the urgency of building digital competency on top of foundational literacy.
“Our role as educators is to prepare learners for a world that does not exist yet. This starts with giving them the cognitive and emotional tools to learn, unlearn and relearn – and writing is the first step,” she concludes.
Image credit: Freepik/krakenimages.com
