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Bhongolethu Foundation

Welcome thank you for visiting us!

3-4 year olds

With improved coordination and thinking skills, their world begins to open up through play and imagination.

4-5 year olds

A more organised environment, where our children gain independence around our main developmental areas while still maintaining the element of fun.

5-6 year olds

A blend of learning and fun designed to develop children into lifelong learners and get them ready for Grade 1.

Meet The Team


Tyler Sutcliffe is the founder and Director of Bhongolethu Foundation, making it her mission to provide affordable, quality education. She is supported by the talented Teacher Wendy, who takes the 3-4 year old class and gives them nothing but love. Shanaaz puts her heart and soul into educating our lovely 4-5 year old class and encouraging them in all our developmental areas. Teacher Busi is our assistant who helps out in all the classes, she is further assisted by Vuyo, who is our generous volunteer.

Our Mission


Our teachers are honored to be a part of our children’s progress at this critical time of their development. At Bhongolethu ECD School, we acknowledge that the child’s first six years are critical for the development of the brain, language, and their physical, social and emotional growth. Bhongolethu provides children with a safe and nurturing education full of rich opportunities to learn. We provide a diverse, multicultural and non-discriminating approach, where differing needs, cultures and abilities are respected and valued within inclusive learning environments. This is an emotionally secure environment that is conductive to learning.

We are aware of young children’s development so we let them explore into our safe and rich environment and encourage them to use all their intelligence’s in learning new things around them. We realise that young children should be exposed to a world filled with responsive interactions so we carefully choose the activities we present to the children.

Every child deserves the best possible start in life and the support that enables them to fulfill their potential. When children are in a stimulating environment and are supported and encouraged, they become inspired to achieve.

Through this, they become contributing members of society. Bhongolethu has the belief in the uniqueness and potential of every child and will provide them with an individually suited education that takes into account the current educational landscape of South Africa.

Children will have a sense of belonging and they will take pride in being apart of the Bhongolethu Foundation and demonstrate care, compassion and mutual respect towards themselves and each other. The best interest in the well-being of every child is of priority to us.

We look forward to welcoming you to our school.


Our Curriculum


His research indicated that as a child matures they increase the capacity to understand their world. They cannot undertake certain tasks until they are psychologically mature enough to do so. He proposed that children’s thinking does not develop entirely smoothly, but instead there are certain points at which it ‘takes off’ and moves into completely new areas and capabilities. He identified two stages relevant to Early Childhood Development: sensory-motor (babies learn by reacting to what they experience through their senses) and preparation (children begin to notice properties in the objects they explore).

Her research outlines the importance of play in children’s learning. She outlines the four types of play including Functional Play: where children use their senses and muscles to experience with materials and learn how things go together, Constructive Play: where children’s actions are purposeful and directed towards a goal, Dramatic or Pretend Play: when children use real or pretend objects to play out a role, and Games with Rules: where children control their behavior through rules both physically and verbally with intend to reach the goals of a specific game.

His research described a hierarchy of needs common to all human beings. The hierarchy is based on meeting basic needs first before children can move onto the next level of learning. The hierarchy starting from the basic needs and moving up includes: Physiological (hunger, thirst…), safety (feeling secure and safe, out of danger), Belongingness and Love (to affiliate with others, to be accepted and belong), Esteem (to achieve, be competent and gain approval), Cognitive (to know, understand and explore), Aesthetic (symmetry, order and beauty), and lastly Self Actualization (to find self- fulfillment and realise ones potential).

Vygotsky stated that every function in the child’s cultural development appears twice: first on the social level, and later, on the individual level. First between people and then inside the child. According to him, children can do better with the assistance of others at first and then can iternalise the skill or practice to do on their own. According to Vygotsky cognitive development develops the same. This process is called scaffolding.

His theory of ‘Eight Stages of Man’ identifies issues someone should resolve for healthy development to occur. The stages a child passes through during their younger years include Trust vs. Mistrust, Autonomy vs. Shame and Doubt, and Initiative vs. Guilt.


Another theory that Bhongolethu is adopting is Howard Gardner’s Theory of Multiple Intelligences. Gardner’s theory is not a curriculum or teaching guide, but it informs our teachers at Bhongolethu of how all children and individuals have differing strengths and weaknesses and learn in different styles. We need to be considerate of the different intelligences and our planning needs to support and facilitate activities that are designed to meet the varying learning styles of our students.


Rudolf Steiner’s pedagogy emphasizes the role of imagination in learning, striving to integrate holistically the intellectual, practical, and artistic development of pupils. His theories are reflected in his approach to early childhood education, which focuses on practical, hands-on activities and creative play; to elementary education, which focuses on developing artistic expression and social capacities; and to secondary education, which focuses on developing critical reasoning and empathetic understanding. The overarching goal is to develop free, morally responsible, and integrated individuals equipped with a high degree of social competence.



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+27 84 824 7751