鉴于关切表示以2001和2008的系统评估的结果，在1章和2章表示，危险可能会出现教师宁愿集中精力实现三卢比（正式的阅读、写作和算术活动）比暴露学生活动的地方，他们自由地探索、实验和发现他们的环境。根据琼斯（2005）发现教师宁愿花更多的时间教算术和学习比让学习者与游戏活动（202页）。琼斯（2005）认为，其中一个原因，而不是集中在一个正式的教师实施直接教学法是正式的方法有可衡量的结果而自由发挥很难直接测定的结果（2005，p. 202）。虽然说基础阶段（南非帽。DoBE，2010f）进行结构化和指导老师每天30分钟的计算槽提供，有一个问题，老师会过分强调工作表完成并因此忽略学习者经历一个概念kinaesthetically的重要性，具体、半具体（6页）。在4章中，布鲁纳指出，知识或智力发展的增长开始作为一个动作模式和他们在一个象征性的方式的一个标志性的模式和随后的结果。根据申克（2008）布鲁纳的认知发展理论的影响，新的学习理念需要具体介绍和三维度的运作模式（pp. 6-7）。基础阶段草案（南非）。DoBE，2010f）推荐表只能给学习者之后，他们经历了一个概念kinaesthetically，具体、半具体（pp. 6-7）。
In view of the concerns expressed by the findings of the systemic evaluations of 2001 and 2008, as expressed in Chapters 1 and 2, the danger might arise that teachers would rather focus on achieving the three Rs (formal reading, writing and arithmetic activities) than exposing learners to activities where they freely explore, experiment and discover their environment. According to Jones (2005), it was found that teachers would rather spend their time teaching numeracy and learning than allowing learners to engage with play activities (p. 202). Jones (2005) argues that one of the reasons why teachers rather focussed on implementing a formal and direct teaching approach is that the formal approach has measurable results whilst the results of free-play cannot easily and directly be determined (2005, p. 202).Although the said CAPS for the Foundation Phase (South Africa. DoBE, 2010f) makes provision for structured and teacher-directed numeracy slots of 30 minutes per day,there is a concern that teachers will over-emphasise the completion of worksheets and therefore ignore the importance of learners experiencing a concept kinaesthetically, concretely and semi-concretely (p. 6). In Chapter 4, Bruner states that knowledge or intellectual development growth starts as an enactive mode and them moves to an iconic mode and subsequently results in a symbolic mode. According to Shunk (2008) the implications of Bruner's theory of cognitive growth are that new learning concepts need to be introduced concretely and three-dimensionally in the enactive mode (pp. 6-7). The draft CAPS for the Foundation Phase (South Africa. DoBE, 2010f) recommends that worksheets are only to be given to learners after they have experienced a concept kinaesthetically, concretely and semi-concretely (pp. 6-7).