Early literacy matters – this article unpacks why strong foundational literacy, particularly writing, must come before early technology integration in South Africa’s schools.

Building cognitive, emotional and critical-thinking skills through writing in the Foundation Phase equips learners to succeed in later STEAM subjects and the digital world. This is the firm belief of Caroline Miller, newly-appointed principal for Centennial Schools’ Foundation Phase.

an educational crisis in the foundation years

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. 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. This limits their ability to engage with the digital world they will one day have to work in.

writing – an essential skill

“Writing is the essential skill that underpins all future learning,” says Miller. “It is not just about ‘putting letters on a page’. Writing 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 without a firm foundation in literacy risk becoming cognitively passive: relying on prompts, predictive text or algorithms rather than their own reasoning.

Introducing technology too early can bypass the necessary mental activity that builds focus, logic and critical thinking.

It teaches problem-solving

“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 also strengthens memory, attention and the ability to break down complex problems into manageable steps. These are all skills that are directly transferable to coding and algorithmic thinking.

It 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. Acquiring these skills will allow them to navigate any future context, whether in school, work, or life,” says Miller.

writing-first philosophy

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, learners engage more fully with facts and concepts.

Early intervention and personalised guidance, informed by data insights, enable teachers to identify gaps before they become entrenched. Slow integration of technology serves as a meaningful tool rather than a substitute for core skills.

In turn, “slow pedagogy”, an approach emphasising 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 independently and confidently. It means they are equipped to shape the future rather than simply respond to it.

Classroom structure

As learners 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 learners with the strong academic foundation, confidence and resilience needed to transition smoothly into higher grades”.

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future-proofing learners

“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,” Miller concludes.