PSYCHO-SOCIAL FACTORS THAT INHIBIT LITERACY DEVELOPMENT IN THE PRIMARY SCHOOLS OF CAPRICORN DISTRICT, LIMPOPO PROVINCE

This study aimed to investigate the psycho-social factors that inhibit or enable literacy development in the Foundation Phase in primary schools within the Capricorn District, Limpopo Province. The purpose of the study was to identify key psycho-social challenges that affect literacy acquisition and to propose strategies to create enabling environments for literacy development. A qualitative research approach was employed, using an exploratory case study design. Data was collected through semi-structured interviews with nine Foundation Phase teachers across three rural schools, as well as document analysis. Thematic analysis revealed five key findings: socio-economic status, lack of parental involvement, poverty, parental negligence, and child-headed households are major psycho-social barriers to literacy development. The study also found that inadequate school resources further exacerbate these challenges. The implications of the study suggest that interventions aimed at improving literacy in the Foundation Phase must consider the broader psycho-social context of learners. There is a critical need for targeted support that includes teacher training, parental engagement, and enhanced resource allocation. These findings underscore the importance of adopting a holistic approach to literacy development that addresses both in-classroom practices and the home environment