An early childhood development programme in a rural settlement community
- Authors: Van der Vyver, Sonja
- Date: 2013-05-06
- Subjects: Early childhood education , Rural education , Preschool education , Head start programs , Child development
- Type: Thesis
- Identifier: uj:7518 , http://hdl.handle.net/10210/8375
- Description: M.Ed. (Adult Education) , To address the need for early childhood education in a small rural settlement in Gauteng, South Africa, a crèche was established by external development agents with corporate donor funding. Three untrained mothers from the community volunteered as lay practitioners at the crèche. An organic process of training of these teachers and of developing a curriculum ensued. From the challenges presented by and the tensions arising from this initial process the following research questions emerged: What is the process of developing an (organic) ECD curriculum with practitioner training in a rural community? and; What are the emerging tensions in such a process and how are they managed in Participatory Action Research (PAR) mode? A review of literature included aspects of early childhood education in South Africa and elsewhere and explored issues of community development, ECD and teacher development as well. Several examples of early childhood curriculum approaches from abroad and from Africa were compared and investigated for their possible relevance to the context of rural South Africa. The study was designed as a case and, because the situation at the site involved several stakeholders such as parents, development practitioners and the community committee, involved in a rural community development project, it predisposed the investigation to PAR as research design. Participation and collaboration between the researcher and all stakeholders through recurring cycles of planning, action and reflection distinguish the process of data collection of this inquiry. The perceptions and voices of the members of the community and the teachers form an integral part of this process. In-depth interviews with teachers, parents and the community leader; participant observation by the co-researcher, and documents and artefact collection were used as data collecting strategies. An inductive process of content analysis was employed during which the different data sets were first coded separately where after provisional categories were induced from the codes. The categories for the different data sets were then integrated and refined to themes. From these themes a pattern was identified from which the main findings of the inquiry were drawn. During the actual data collection process the researcher collaborated with a co-researcher who was also the teacher trainer. This collaboration served to address possible obstacles such as a language barrier and the challenges presented by the researcher‟s position as development practitioner. The participatory nature of this inquiry is further reiterated by the data sources that were selected. These include perceptions of different role players in the intervention, such as the teachers, parents, teacher-trainer, the development practitioners and community leader were elicited by means of some existing and some purposefully designed data sources. Because it was one of the main units of analysis for this study, the experiences of the teachers were explored in-depth over time and by means of data from several different data sources. Data from different sources were also integrated and the articulation of these different sources contributed to the validity of the study.
- Full Text:
- Authors: Van der Vyver, Sonja
- Date: 2013-05-06
- Subjects: Early childhood education , Rural education , Preschool education , Head start programs , Child development
- Type: Thesis
- Identifier: uj:7518 , http://hdl.handle.net/10210/8375
- Description: M.Ed. (Adult Education) , To address the need for early childhood education in a small rural settlement in Gauteng, South Africa, a crèche was established by external development agents with corporate donor funding. Three untrained mothers from the community volunteered as lay practitioners at the crèche. An organic process of training of these teachers and of developing a curriculum ensued. From the challenges presented by and the tensions arising from this initial process the following research questions emerged: What is the process of developing an (organic) ECD curriculum with practitioner training in a rural community? and; What are the emerging tensions in such a process and how are they managed in Participatory Action Research (PAR) mode? A review of literature included aspects of early childhood education in South Africa and elsewhere and explored issues of community development, ECD and teacher development as well. Several examples of early childhood curriculum approaches from abroad and from Africa were compared and investigated for their possible relevance to the context of rural South Africa. The study was designed as a case and, because the situation at the site involved several stakeholders such as parents, development practitioners and the community committee, involved in a rural community development project, it predisposed the investigation to PAR as research design. Participation and collaboration between the researcher and all stakeholders through recurring cycles of planning, action and reflection distinguish the process of data collection of this inquiry. The perceptions and voices of the members of the community and the teachers form an integral part of this process. In-depth interviews with teachers, parents and the community leader; participant observation by the co-researcher, and documents and artefact collection were used as data collecting strategies. An inductive process of content analysis was employed during which the different data sets were first coded separately where after provisional categories were induced from the codes. The categories for the different data sets were then integrated and refined to themes. From these themes a pattern was identified from which the main findings of the inquiry were drawn. During the actual data collection process the researcher collaborated with a co-researcher who was also the teacher trainer. This collaboration served to address possible obstacles such as a language barrier and the challenges presented by the researcher‟s position as development practitioner. The participatory nature of this inquiry is further reiterated by the data sources that were selected. These include perceptions of different role players in the intervention, such as the teachers, parents, teacher-trainer, the development practitioners and community leader were elicited by means of some existing and some purposefully designed data sources. Because it was one of the main units of analysis for this study, the experiences of the teachers were explored in-depth over time and by means of data from several different data sources. Data from different sources were also integrated and the articulation of these different sources contributed to the validity of the study.
- Full Text:
An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community
- Sekhukhune, Catherine Dikeledi
- Authors: Sekhukhune, Catherine Dikeledi
- Date: 2014-01-14
- Subjects: Early childhood education , Education, Preschool , Child development , Education, Elementary
- Type: Thesis
- Identifier: uj:7879 , http://hdl.handle.net/10210/8770
- Description: D.Ed. (Educational Psychology) , The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher training, intense support to teachers and children by the Department of Education, children’s readiness to learn and parental involvement in language acquisition and development.
- Full Text:
- Authors: Sekhukhune, Catherine Dikeledi
- Date: 2014-01-14
- Subjects: Early childhood education , Education, Preschool , Child development , Education, Elementary
- Type: Thesis
- Identifier: uj:7879 , http://hdl.handle.net/10210/8770
- Description: D.Ed. (Educational Psychology) , The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher training, intense support to teachers and children by the Department of Education, children’s readiness to learn and parental involvement in language acquisition and development.
- Full Text:
An exploratory study of attachment patterns in institutionalised children
- Authors: Katz, Rokaya
- Date: 2008-11-06T07:28:37Z
- Subjects: Attachment behavior in children , Children institutional care , Child development
- Type: Thesis
- Identifier: uj:14614 , http://hdl.handle.net/10210/1533
- Description: M.A. , This exploratory study drew primarily upon narrative interviews and projective tests and secondarily on collateral information taken from case files from a small sample of adolescents who were institutionalised as a result of neglect and abuse. The aim of this study was to explore and develop a better understanding of the nature of attachment patterns of institutionalised adolescents by looking at how attachment abuse, maternal deprivation and institutionalisation can be detrimental to forming close relationships. The data from the clinical interviews, the Sentence Completion Test and the Thematic Apperception Test (TAT) were subjected to a thematic content analytical process. The Kinetic Family Drawing Test (KFD) was analysed using Kaplan and Main’s classification system for children’s family drawings. The Draw-a-Person Test (DAP) was analysed qualitatively, using various literature on interpreting human figure drawings but largely drawing on Machover’s interpretive system. No quantitative analyses were used in this study. The results yielded a wide range of themes related to the attachment patterns of children in children’s homes. The results of the study clearly highlighted the attachment needs of adolescents. The overall themes present in the tests are of rejection, abandonment, isolation and deprivation. The results indicated that older children who have been separated from their caregivers and placed in a children’s home because they were abused, neglected or maternally deprived, tend to be insecurely attached. The literature highlights the importance of adequate caregiving that is necessary for the child to develop a healthy sense of self and the implications if this is absent.
- Full Text:
- Authors: Katz, Rokaya
- Date: 2008-11-06T07:28:37Z
- Subjects: Attachment behavior in children , Children institutional care , Child development
- Type: Thesis
- Identifier: uj:14614 , http://hdl.handle.net/10210/1533
- Description: M.A. , This exploratory study drew primarily upon narrative interviews and projective tests and secondarily on collateral information taken from case files from a small sample of adolescents who were institutionalised as a result of neglect and abuse. The aim of this study was to explore and develop a better understanding of the nature of attachment patterns of institutionalised adolescents by looking at how attachment abuse, maternal deprivation and institutionalisation can be detrimental to forming close relationships. The data from the clinical interviews, the Sentence Completion Test and the Thematic Apperception Test (TAT) were subjected to a thematic content analytical process. The Kinetic Family Drawing Test (KFD) was analysed using Kaplan and Main’s classification system for children’s family drawings. The Draw-a-Person Test (DAP) was analysed qualitatively, using various literature on interpreting human figure drawings but largely drawing on Machover’s interpretive system. No quantitative analyses were used in this study. The results yielded a wide range of themes related to the attachment patterns of children in children’s homes. The results of the study clearly highlighted the attachment needs of adolescents. The overall themes present in the tests are of rejection, abandonment, isolation and deprivation. The results indicated that older children who have been separated from their caregivers and placed in a children’s home because they were abused, neglected or maternally deprived, tend to be insecurely attached. The literature highlights the importance of adequate caregiving that is necessary for the child to develop a healthy sense of self and the implications if this is absent.
- Full Text:
Bestuur van opvoedkundig verantwoordbare skolesport en fisieke aktiwiteite : 'n gevallestudie
- Authors: Gerber, Cornelius Jurie
- Date: 2012-02-27
- Subjects: School sports management , Physical education for children , Child development
- Type: Thesis
- Identifier: uj:2065 , http://hdl.handle.net/10210/4413
- Description: M.Comm. , Physical education and school sport are for the majority of students the only opportunity to be involved in physical activity and sport. In the new educational system, where physical education is being phased out due to the new teacherpupil ratios, school sport has to take over the role of physical education. The focus has shifted to school sport to fulfill the educational role, in terms of sport previously done by physical education. A case study was done at a school where the management of educationally justified school sport and physical activities was analyzed. The problem of what the management of the educationally justified school sport and physical activity would entail is seen as the central point of this study. To solve this main problem three sub-problems should be addressed, namely: • what educationally justified school sport and physical activities entail? • what the management of school sport and physical activities entail? • how the management of educationally justified school sport and physical activities manifested in a school? As a result of the problem statement, the all-encompassing aim of this study is to develop criteria for the management of educationally justified school sport and physical activities. In order to achieve this all-encompassing aim, it was necessary to: • describe the role of educationally justified school sport and physical activities~ • analyze and describe the management of school sport and physical activities; and • analyze the management of educationally justified school sport and physical activities in a school. To find possible solutions to the stated main- and sub-problems, the development of children and the role the school has to play in that development was described in the literature study. Management and all the different management functions were also described in the literature study. A case study was undertaken to analyze and describe the management of educationally justified sport and physical activities in a school. A questionnaire was compiled and handed out to the teachers involved in school sport and physical activities to complete. A structured interview was also compiled and iv the two members of the top management involved with sport and physical activities were interviewed. The following conclusions were drawn from the literature survey research: • school sport and physical activities will be educationally justified if children are led to achieving an all round development through their participation in school sport and physical activities. • it is essential that teachers realise that sport and physical activities are an extension of the classroom and it can be used as a tool in the development of children to total adulthood. • for management to be successful it needs to adhere to the following functional areas. This includes: • the marketing function; • the external relations function; • the financial function; • the human resources function; • facility and event management; • risk management. The following conclusions were drawn from the case study: • educationally justified sport and physical activities are not managed according to drawn up criteria. • some functional areas are managed properly while others don't get any attention. • a good starting point will be to set a vision and mission for school sport and physical activities. • more people could be involved in strategic management for school sport and physical activities.
- Full Text:
- Authors: Gerber, Cornelius Jurie
- Date: 2012-02-27
- Subjects: School sports management , Physical education for children , Child development
- Type: Thesis
- Identifier: uj:2065 , http://hdl.handle.net/10210/4413
- Description: M.Comm. , Physical education and school sport are for the majority of students the only opportunity to be involved in physical activity and sport. In the new educational system, where physical education is being phased out due to the new teacherpupil ratios, school sport has to take over the role of physical education. The focus has shifted to school sport to fulfill the educational role, in terms of sport previously done by physical education. A case study was done at a school where the management of educationally justified school sport and physical activities was analyzed. The problem of what the management of the educationally justified school sport and physical activity would entail is seen as the central point of this study. To solve this main problem three sub-problems should be addressed, namely: • what educationally justified school sport and physical activities entail? • what the management of school sport and physical activities entail? • how the management of educationally justified school sport and physical activities manifested in a school? As a result of the problem statement, the all-encompassing aim of this study is to develop criteria for the management of educationally justified school sport and physical activities. In order to achieve this all-encompassing aim, it was necessary to: • describe the role of educationally justified school sport and physical activities~ • analyze and describe the management of school sport and physical activities; and • analyze the management of educationally justified school sport and physical activities in a school. To find possible solutions to the stated main- and sub-problems, the development of children and the role the school has to play in that development was described in the literature study. Management and all the different management functions were also described in the literature study. A case study was undertaken to analyze and describe the management of educationally justified sport and physical activities in a school. A questionnaire was compiled and handed out to the teachers involved in school sport and physical activities to complete. A structured interview was also compiled and iv the two members of the top management involved with sport and physical activities were interviewed. The following conclusions were drawn from the literature survey research: • school sport and physical activities will be educationally justified if children are led to achieving an all round development through their participation in school sport and physical activities. • it is essential that teachers realise that sport and physical activities are an extension of the classroom and it can be used as a tool in the development of children to total adulthood. • for management to be successful it needs to adhere to the following functional areas. This includes: • the marketing function; • the external relations function; • the financial function; • the human resources function; • facility and event management; • risk management. The following conclusions were drawn from the case study: • educationally justified sport and physical activities are not managed according to drawn up criteria. • some functional areas are managed properly while others don't get any attention. • a good starting point will be to set a vision and mission for school sport and physical activities. • more people could be involved in strategic management for school sport and physical activities.
- Full Text:
Child and adolescent developmental theories in the African context : an integrative literature review
- Authors: Chirwa, Medess
- Date: 2021
- Subjects: Child development , Child psychology , Adolescent psychology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/484765 , uj:44041
- Description: Abstract: Orthodox psychological theories had made efforts in explaining the process of child development. However, these theories view child development through Western lenses and as such, child development in the African context is often neglected. Furthermore, few theories acknowledge the importance of culture in shaping and molding a child throughout their development. Such an uneven analysis can partly be explained by the existing duality of psychology and power which accompany Western and African knowledge. Through the use of an integrative literature review methodology, this study aims to review, analyse and critique existing dominant western theories of human development. This investigation is carried out through the descriptive and critical lenses of a theoretical framework that cross-fertilises critical psychology and the decolonial theory. This thesis is underpinned by four interlinked objectives. The first objectives is to review, analyse and critique existing dominant western theories of human development. The second objective is to investigate current western development theories' suitability in an African context. Lastly, this study seeks to examine the similarities and differences between dominant Western theories and the few existing African developmental theories. Consequently, this study provides the analytical and evaluative frameworks on the basis on which a robust assessment of the issue is carried out. From the review, the findings revealed that there exists a large body of knowledge pertaining to child development; however, it was also apparent that this body of knowledge is outdated and Euro-centric in nature. The collectivistic and interdependent worldview of Africans shapes the way in which the African child develops which is contrary to the Western Worldview. Consequently, the imbalance of existing knowledge of child development results in generalisations being made pertaining non-Western child development. , M.A. (Clinical Psychology)
- Full Text:
- Authors: Chirwa, Medess
- Date: 2021
- Subjects: Child development , Child psychology , Adolescent psychology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/484765 , uj:44041
- Description: Abstract: Orthodox psychological theories had made efforts in explaining the process of child development. However, these theories view child development through Western lenses and as such, child development in the African context is often neglected. Furthermore, few theories acknowledge the importance of culture in shaping and molding a child throughout their development. Such an uneven analysis can partly be explained by the existing duality of psychology and power which accompany Western and African knowledge. Through the use of an integrative literature review methodology, this study aims to review, analyse and critique existing dominant western theories of human development. This investigation is carried out through the descriptive and critical lenses of a theoretical framework that cross-fertilises critical psychology and the decolonial theory. This thesis is underpinned by four interlinked objectives. The first objectives is to review, analyse and critique existing dominant western theories of human development. The second objective is to investigate current western development theories' suitability in an African context. Lastly, this study seeks to examine the similarities and differences between dominant Western theories and the few existing African developmental theories. Consequently, this study provides the analytical and evaluative frameworks on the basis on which a robust assessment of the issue is carried out. From the review, the findings revealed that there exists a large body of knowledge pertaining to child development; however, it was also apparent that this body of knowledge is outdated and Euro-centric in nature. The collectivistic and interdependent worldview of Africans shapes the way in which the African child develops which is contrary to the Western Worldview. Consequently, the imbalance of existing knowledge of child development results in generalisations being made pertaining non-Western child development. , M.A. (Clinical Psychology)
- Full Text:
Developmental stages of an African child and their psychological implications: a comparative study
- Authors: Ramokgopa, Isaac Mashakgene
- Date: 2008-11-12T07:03:52Z
- Subjects: Child psychology , Child development , Black children , Erik H. Erikson
- Type: Thesis
- Identifier: uj:14650 , http://hdl.handle.net/10210/1614
- Description: D. Phil. , Human development is a universal phenomenon, characterized by various stages. These stages differ from one culture to the other. Furthermore, each developmental stage tends to bring about expectations that are in accordance with a particular culture. In addition, in each culture there exist problems that are specific to a given stage as well as to the manner in which these problems are resolved. Erikson=s stages of human development are generally regarded as universal. The universal acceptance of Erikson=s stages seems to be based on a study he conducted, involving a variety of cultures. A question that needed to be addressed was whether Erikson=s developmental stages are similar to those which an African child goes through. This study is an attempt to investigate developmental stages of Africans and compare them to those outlined by Erikson. To investigate the developmental stages of an African child and to establish the relationship between Erikson=s stages of development and those of Africans, an exploratory study was conducted among the people of the Bolobedu community in the Limpopo Province, South Africa. The Balobedu people were regarded as an ideal study sample because of their relatively unchanged lifestyle which still resembles the traditional African way of life. Subjects were interviewed individually, by using an open-ended questionnaire. The results were then interpreted and analyzed. The results show that children among the Balubedu also go through various stages of development which have distinct names. Furthermore, like in many other cultural groups, these stages are accompanied by various problems and expectations. In addition, these people use different methods to address problems experienced during each of the stages identified. The study further reveals that although the developmental stages among the Balobedu have much in common with those of Erikson, there exist differences between the two approaches. These differences are identified. Of the most significant differences is that developmental stages are not defined by age alone, but by other factors such as readiness and ability to perform certain tasks as well. In addition, the study did not indicate the presence of psychological problems that are caused by the developmental process, when these stages among the target group were compared to those identified by Erikson. In conclusion, this study illuminates that there are both similarities and differences between the two approaches. One such difference is that whereas Erikson=s theory describes stages in terms of age associated with some psycho-social problems, the results of the investigation revealed that among Africans, developmental stages are described in terms of the child=s readiness, and that no indication of the presence of psycho- social problems was found. This, it would seem, does not necessarily mean that traditional African children do not experience psychological problems. Instead, it suggests that there are other methods of dealing with these psychological problems, which this study did not reveal. This raises the need to explore the developmental stages and their psychological effects among African children by using a larger sample than the one used in this study. Another distinction is that the definition of various stages is based on cultural values. While Erikson emphasizes the importance of concepts such as competition, independence and egoism, Africans tend to put more emphasis on cooperation, inter-dependence and altruism respectively. Lastly, among Africans, each stage is characterized by rituals and ceremonies. These are meant to mark the beginning or the end of a particular stage or phase, thereby psychologically preparing the individual to adjust to the new position. Erikson=s stages of development seem to have ignored the importance of rituals in the various developmental stages. Therefore, his theory can not be said to be universally applicable.
- Full Text:
- Authors: Ramokgopa, Isaac Mashakgene
- Date: 2008-11-12T07:03:52Z
- Subjects: Child psychology , Child development , Black children , Erik H. Erikson
- Type: Thesis
- Identifier: uj:14650 , http://hdl.handle.net/10210/1614
- Description: D. Phil. , Human development is a universal phenomenon, characterized by various stages. These stages differ from one culture to the other. Furthermore, each developmental stage tends to bring about expectations that are in accordance with a particular culture. In addition, in each culture there exist problems that are specific to a given stage as well as to the manner in which these problems are resolved. Erikson=s stages of human development are generally regarded as universal. The universal acceptance of Erikson=s stages seems to be based on a study he conducted, involving a variety of cultures. A question that needed to be addressed was whether Erikson=s developmental stages are similar to those which an African child goes through. This study is an attempt to investigate developmental stages of Africans and compare them to those outlined by Erikson. To investigate the developmental stages of an African child and to establish the relationship between Erikson=s stages of development and those of Africans, an exploratory study was conducted among the people of the Bolobedu community in the Limpopo Province, South Africa. The Balobedu people were regarded as an ideal study sample because of their relatively unchanged lifestyle which still resembles the traditional African way of life. Subjects were interviewed individually, by using an open-ended questionnaire. The results were then interpreted and analyzed. The results show that children among the Balubedu also go through various stages of development which have distinct names. Furthermore, like in many other cultural groups, these stages are accompanied by various problems and expectations. In addition, these people use different methods to address problems experienced during each of the stages identified. The study further reveals that although the developmental stages among the Balobedu have much in common with those of Erikson, there exist differences between the two approaches. These differences are identified. Of the most significant differences is that developmental stages are not defined by age alone, but by other factors such as readiness and ability to perform certain tasks as well. In addition, the study did not indicate the presence of psychological problems that are caused by the developmental process, when these stages among the target group were compared to those identified by Erikson. In conclusion, this study illuminates that there are both similarities and differences between the two approaches. One such difference is that whereas Erikson=s theory describes stages in terms of age associated with some psycho-social problems, the results of the investigation revealed that among Africans, developmental stages are described in terms of the child=s readiness, and that no indication of the presence of psycho- social problems was found. This, it would seem, does not necessarily mean that traditional African children do not experience psychological problems. Instead, it suggests that there are other methods of dealing with these psychological problems, which this study did not reveal. This raises the need to explore the developmental stages and their psychological effects among African children by using a larger sample than the one used in this study. Another distinction is that the definition of various stages is based on cultural values. While Erikson emphasizes the importance of concepts such as competition, independence and egoism, Africans tend to put more emphasis on cooperation, inter-dependence and altruism respectively. Lastly, among Africans, each stage is characterized by rituals and ceremonies. These are meant to mark the beginning or the end of a particular stage or phase, thereby psychologically preparing the individual to adjust to the new position. Erikson=s stages of development seem to have ignored the importance of rituals in the various developmental stages. Therefore, his theory can not be said to be universally applicable.
- Full Text:
Enhancing children’s early years mathematical creativity through the visual arts
- Authors: Ariba, Olusola Teresa
- Date: 2019
- Subjects: Art - Study and teaching (Early childhood) , Creative thinking in children , Mathematics - Study and teaching , Child development , Art, Abstract
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411988 , uj:34646
- Description: Abstract: Please refer to full text to view abstract. , D.Phil. (Education)
- Full Text:
- Authors: Ariba, Olusola Teresa
- Date: 2019
- Subjects: Art - Study and teaching (Early childhood) , Creative thinking in children , Mathematics - Study and teaching , Child development , Art, Abstract
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411988 , uj:34646
- Description: Abstract: Please refer to full text to view abstract. , D.Phil. (Education)
- Full Text:
Health-related knowledge and behaviour of primary school children
- Authors: Beyleveldt, Juanita
- Date: 2010-11-22T08:01:10Z
- Subjects: Health education (Elementary) , School children's health and hygiene , Child development
- Type: Thesis
- Identifier: uj:7010 , http://hdl.handle.net/10210/3518
- Description: M.Comm. , There is a serious need for children to be informed about the negative influence of unhealthy living. Children need to be made aware ofhealthy eating habits, health risks andthebenefits ofexerciseto improvetheirhealth. The impact ofbadeating habits and little exercise needs to be emphasized in order for learners to see the importance of healthy living. The aim of this study is to identify relevant aspects from the related literature and practise, to establish emperically the health-related knowledge and behaviour of senior primary phase school children in the Honeydew area and to offer recommendations for health education for primary school children. This study is explorative ofnature. A academic research was done on the related literature on health and physical health education. Qualitative Data has been collected from three schools in the Honeydew area by means of a self-constructed questionnaire. These schools were selected due to the fact that the researcher teaches at one of the schools, and the other schools were easily accessible to the researcher. Several pilot studies were done to test the validity of the questionnaires. In order for the questionnaire to have been statistically reliable, 102 questionnaires were completed by learners from all three schools. From the data gathered the researcher came to the conclusion that learners in the Honeydew area have a reasonable general knowledge of health and they have a relatively healthy lifestyle. There are however reasons for concern in some areas and these need to be adressed. The high consumption ofeggs, salt, snacks and soft drinks may have a negative effect on the learners' health. The emotional well being of the child may have an influence on the child's eating habits. When children get depressed or bored, they eat simply because they do not have anything else to do and then they often eat chocolates or snacks like crisps. Every school has a tuck shop and even if a parent provided a nutritional lunch box for the child, the child may still buy chocolates and crisps at the tuck shop. Some parents give the learners money to buy lunch and then they buy sweets, instead. The use of alcohol, cigarettes and drugs is definitely bad for the leamer's health. Some learners were involved in unprotected sex, this is matter of serious concern. AIDS is a terrible disease that is increasing drastically daily. It is very important that learners need to be informed about health hazards to ensure a healthy lifestyle for all. Learners need to be informed about drug abuse, alcohol abuse, physical abuse and healthy eating habits to ensure that they can become healthy, contributary and responsible citizens in the future. There is a definite need for a health education programme in schools to ensure that the learners stay healthy and lead healthy lives in the future.
- Full Text:
- Authors: Beyleveldt, Juanita
- Date: 2010-11-22T08:01:10Z
- Subjects: Health education (Elementary) , School children's health and hygiene , Child development
- Type: Thesis
- Identifier: uj:7010 , http://hdl.handle.net/10210/3518
- Description: M.Comm. , There is a serious need for children to be informed about the negative influence of unhealthy living. Children need to be made aware ofhealthy eating habits, health risks andthebenefits ofexerciseto improvetheirhealth. The impact ofbadeating habits and little exercise needs to be emphasized in order for learners to see the importance of healthy living. The aim of this study is to identify relevant aspects from the related literature and practise, to establish emperically the health-related knowledge and behaviour of senior primary phase school children in the Honeydew area and to offer recommendations for health education for primary school children. This study is explorative ofnature. A academic research was done on the related literature on health and physical health education. Qualitative Data has been collected from three schools in the Honeydew area by means of a self-constructed questionnaire. These schools were selected due to the fact that the researcher teaches at one of the schools, and the other schools were easily accessible to the researcher. Several pilot studies were done to test the validity of the questionnaires. In order for the questionnaire to have been statistically reliable, 102 questionnaires were completed by learners from all three schools. From the data gathered the researcher came to the conclusion that learners in the Honeydew area have a reasonable general knowledge of health and they have a relatively healthy lifestyle. There are however reasons for concern in some areas and these need to be adressed. The high consumption ofeggs, salt, snacks and soft drinks may have a negative effect on the learners' health. The emotional well being of the child may have an influence on the child's eating habits. When children get depressed or bored, they eat simply because they do not have anything else to do and then they often eat chocolates or snacks like crisps. Every school has a tuck shop and even if a parent provided a nutritional lunch box for the child, the child may still buy chocolates and crisps at the tuck shop. Some parents give the learners money to buy lunch and then they buy sweets, instead. The use of alcohol, cigarettes and drugs is definitely bad for the leamer's health. Some learners were involved in unprotected sex, this is matter of serious concern. AIDS is a terrible disease that is increasing drastically daily. It is very important that learners need to be informed about health hazards to ensure a healthy lifestyle for all. Learners need to be informed about drug abuse, alcohol abuse, physical abuse and healthy eating habits to ensure that they can become healthy, contributary and responsible citizens in the future. There is a definite need for a health education programme in schools to ensure that the learners stay healthy and lead healthy lives in the future.
- Full Text:
The contribution of extra mural activities in the holistic development of foundation phase children at a private school
- Authors: Van de Vijver, Françoise
- Date: 2009-02-11T08:48:27Z
- Subjects: Play , Child development , Activity programs in education
- Type: Thesis
- Identifier: uj:8127 , http://hdl.handle.net/10210/2102
- Description: M.Ed. , Play is a concept that has been widely researched and discussed by psychologists, historians, educationalists and anthropologists throughout history. These scholars have been intrigued by its significance and meaning. Their findings have lead them to agree that play is an essential component in healthy human development. The value of play in the lives of children cannot be underestimated. It is the natural mode of learning for children and it is the carrier through which they acquire vital skills, which are essential for effective functioning in society. Play activities are generally enjoyable and are marked by elements of competition, participation, humour, creativity, problem solving and discipline. In the context of the school environment, these skills can be developed and enhanced through participation in extra mural activities. As a learner support specialist, I am particularly interested in the role of extra mural activities in the development of Grade Three children in a specific private school where there is an apparent lack of involvement in these activities. Child development specialists have confirmed that participation in after school activities cultivates creativity and imagination and expands intellectual, social and emotional skills. The qualitative case study described in this research essay aims to provide colleagues, parents and other interested parties with a rich description of the important holistic contributions made to the development of Foundation Phase children and more specifically, Grade Three learners. In this type of research, there are three main categories for data collection. These are observation, interviewing and artifact and document studies. I used these methods extensively through my investigation. The participants in this study were my present group of Grade Three children at the co-educational private school where I currently teach. The 21 children in the class come from as diverse multicultural and multilingual backgrounds as we have in our young democracy. Informal interviews and conversations were held with the children to gain an understanding of their perspectives on participation in extra mural activities. They were also involved in the compilation of a scrapbook, which formed the bulk of the data collection process. By observing the children during the compilation of the scrapbook, I was able to record their behavior, their attitude towards the activity and how they relate to each other. Through this observation, I was able to gain a fresh perspective of the phenomenon under study. Content analysis was the strategy I selected for the analysis of my data. This is a useful research tool that involves the scrutiny of the contents of a communication. Through this analysis, I explored ideas, beliefs and attitudes pertaining to the subject matter. The findings are discussed using the identified themes. These themes fall into two distinct categories, each with their own sub-categories. The first category involves what emerged through the children’s experience of the scrapbook and interview, while the second category is characterized and influenced by my perceptions and experiences as a teacher. The special nature of children has been referred to throughout this study and thus, I would like to present their perceptions and experiences before I discuss my own. After all, they were the main participants in this study and their input deserves acknowledgement. The findings have been presented mainly in terms of Gardner’s Theory of Multiple Intelligences. This theory honours and promotes the development of all eight avenues of intelligence in Grade three children. The results of my research indicate that extra mural activities offer children a variety of stimulating environments and opportunities, which expose them to many learning opportunities to better, individualize their needs and interests and assist in developing their unique potentials, thus contributing to their holistic development.
- Full Text:
- Authors: Van de Vijver, Françoise
- Date: 2009-02-11T08:48:27Z
- Subjects: Play , Child development , Activity programs in education
- Type: Thesis
- Identifier: uj:8127 , http://hdl.handle.net/10210/2102
- Description: M.Ed. , Play is a concept that has been widely researched and discussed by psychologists, historians, educationalists and anthropologists throughout history. These scholars have been intrigued by its significance and meaning. Their findings have lead them to agree that play is an essential component in healthy human development. The value of play in the lives of children cannot be underestimated. It is the natural mode of learning for children and it is the carrier through which they acquire vital skills, which are essential for effective functioning in society. Play activities are generally enjoyable and are marked by elements of competition, participation, humour, creativity, problem solving and discipline. In the context of the school environment, these skills can be developed and enhanced through participation in extra mural activities. As a learner support specialist, I am particularly interested in the role of extra mural activities in the development of Grade Three children in a specific private school where there is an apparent lack of involvement in these activities. Child development specialists have confirmed that participation in after school activities cultivates creativity and imagination and expands intellectual, social and emotional skills. The qualitative case study described in this research essay aims to provide colleagues, parents and other interested parties with a rich description of the important holistic contributions made to the development of Foundation Phase children and more specifically, Grade Three learners. In this type of research, there are three main categories for data collection. These are observation, interviewing and artifact and document studies. I used these methods extensively through my investigation. The participants in this study were my present group of Grade Three children at the co-educational private school where I currently teach. The 21 children in the class come from as diverse multicultural and multilingual backgrounds as we have in our young democracy. Informal interviews and conversations were held with the children to gain an understanding of their perspectives on participation in extra mural activities. They were also involved in the compilation of a scrapbook, which formed the bulk of the data collection process. By observing the children during the compilation of the scrapbook, I was able to record their behavior, their attitude towards the activity and how they relate to each other. Through this observation, I was able to gain a fresh perspective of the phenomenon under study. Content analysis was the strategy I selected for the analysis of my data. This is a useful research tool that involves the scrutiny of the contents of a communication. Through this analysis, I explored ideas, beliefs and attitudes pertaining to the subject matter. The findings are discussed using the identified themes. These themes fall into two distinct categories, each with their own sub-categories. The first category involves what emerged through the children’s experience of the scrapbook and interview, while the second category is characterized and influenced by my perceptions and experiences as a teacher. The special nature of children has been referred to throughout this study and thus, I would like to present their perceptions and experiences before I discuss my own. After all, they were the main participants in this study and their input deserves acknowledgement. The findings have been presented mainly in terms of Gardner’s Theory of Multiple Intelligences. This theory honours and promotes the development of all eight avenues of intelligence in Grade three children. The results of my research indicate that extra mural activities offer children a variety of stimulating environments and opportunities, which expose them to many learning opportunities to better, individualize their needs and interests and assist in developing their unique potentials, thus contributing to their holistic development.
- Full Text:
The development and evaluation of a program of stimulation for preschool children with delayed motor or language development
- Authors: Rossi, June Calder
- Date: 2008-11-12T07:05:50Z
- Subjects: Child development , Child psychology , Motor ability in children , Preschool children , Language of preschool children
- Type: Thesis
- Identifier: uj:14661 , http://hdl.handle.net/10210/1624
- Description: D. Litt et Phil. , The major objective of this study was to develop and to investigate the merit of a stimulation programme for improving the abilities of preschool children with delayed fine-motor and/or language development. There are many different kinds of programmes available for stimulating the abilities of preschool children. Teachers, home-schoolers and mothers utilise these to supplement the preschool curriculum for their preschool children. It is believed that children with developmental delays are at risk for formal education and that stimulation can offset these delays ensuring that children are able to actualise their potential. An intervention programme was designed with the aim of improving school readiness abilities in children. Although many research studies support educational stimulation, to date, insufficient attention has been paid to researching stimulation programmes of this kind. Subtests from Sonnekus and Le Roux’s Group Test for the Evaluation of School Readiness were selected for the screening test. Subtests were selected to identify children with fine-motor and/or language delays. Two hundred and twenty-five children of five years of age turning six years during the course of the year were screen-tested at four different schools. Forty-three children achieving the lowest scores on the screening test at two of the most homogeneous schools in terms of socio-economic grouping were allocated to the experimental or control groups of the Pretest-Posttest Control Group design. The experimental group consisted of 21 participants and the control group, of 22 participants. Quantitative analysis involved determining statistically significant differences between pre-intervention and post-intervention test scores on the six subscales of the Revised Griffiths Scales of Mental Development and the Draw-a-Person test for the two groups of preschool children identified as fine-motor and/or language delayed. The effect of the intervention was also examined on male and female children separately. The male to female ratios were: Group 1: 15:6 and Group 2: 14:8. Overall, the gender ratio was 67,4 % male to 32,6 % female. The programme of stimulation includes vocabulary and language, eye and hand co-ordination, visual and auditory perceptual training, numerical and alphabetical stimulation, and reasoning skills. It was designed for implementation over 20 sessions, each of an hour in duration. The programme was completed in a school term, three sessions per school week for six weeks and two in the seventh week. The intervention programme was effective in improving certain school readiness abilities of children with delays in language and/or fine-motor co-ordination. The following statistically significant results were obtained: With regard to all the children exposed to the intervention programme, improved scores were obtained on the Personal-Social and Eye-Hand Co-ordination subscales of the Griffiths Scales and the Draw-a-Person test for the children. Negative scores were obtained on the Locomotor Scale. For male children, the intervention programme improved the scores on the Speech and Hearing and Eye and Hand Co-ordination subscales of the Griffiths Scales and Draw-a-Person test. Regarding female children, the intervention programme improved the scores on the Eye and Hand Co-ordination subscale of the Griffiths Scales and the Draw-a-Person test. Negative results were obtained on the Locomotor subscale for female children. The gender differences obtained confirm that differences exist between the genders at this stage of development. Consistent positive results were obtained on the Eye and Hand Co-ordination subscale of the Griffiths Scales and the Draw-a-Person test. The Eye and Hand Co-ordination subscale is a measure of visual-motor co-ordination. The Draw-a-Person test reveals the progression in intellectual development toward greater conceptual complexity and maturity. The intervention programme thus contributed to the school readiness abilities of the children. Generalisation of findings is limited for two main reasons. Original settings can never be replicated in educational research and extraneous variables (some measureable and some unknown) may have influenced outcomes. The study was finally evaluated using Payne’s (1994) model of programme evaluation and the Program Evaluation Standards (Sanders, 1994). Regarding Payne’s (1994) model of programme evaluation which involved an evaluation of the research design, data collection, data analysis, results and cost effectiveness, the study can be judged positively. A single negative aspect was the lack of pilot testing which would have served the researcher better in planning for more effective implementation. Positive affirmation for the study was further obtained in applying the Program Evaluation Standards (Sanders, 1994) of Utility, Feasibility, Propriety and Accuracy. This study endorses the belief that preschool development is best promoted by varied educational stimulation within a recognised preschool programme guided by qualified teachers. It is hoped that the development, quantitative analysis and assessment of this intervention programme has contributed to this most important field of preschool intervention and will serve to encourage further research in this area.
- Full Text:
- Authors: Rossi, June Calder
- Date: 2008-11-12T07:05:50Z
- Subjects: Child development , Child psychology , Motor ability in children , Preschool children , Language of preschool children
- Type: Thesis
- Identifier: uj:14661 , http://hdl.handle.net/10210/1624
- Description: D. Litt et Phil. , The major objective of this study was to develop and to investigate the merit of a stimulation programme for improving the abilities of preschool children with delayed fine-motor and/or language development. There are many different kinds of programmes available for stimulating the abilities of preschool children. Teachers, home-schoolers and mothers utilise these to supplement the preschool curriculum for their preschool children. It is believed that children with developmental delays are at risk for formal education and that stimulation can offset these delays ensuring that children are able to actualise their potential. An intervention programme was designed with the aim of improving school readiness abilities in children. Although many research studies support educational stimulation, to date, insufficient attention has been paid to researching stimulation programmes of this kind. Subtests from Sonnekus and Le Roux’s Group Test for the Evaluation of School Readiness were selected for the screening test. Subtests were selected to identify children with fine-motor and/or language delays. Two hundred and twenty-five children of five years of age turning six years during the course of the year were screen-tested at four different schools. Forty-three children achieving the lowest scores on the screening test at two of the most homogeneous schools in terms of socio-economic grouping were allocated to the experimental or control groups of the Pretest-Posttest Control Group design. The experimental group consisted of 21 participants and the control group, of 22 participants. Quantitative analysis involved determining statistically significant differences between pre-intervention and post-intervention test scores on the six subscales of the Revised Griffiths Scales of Mental Development and the Draw-a-Person test for the two groups of preschool children identified as fine-motor and/or language delayed. The effect of the intervention was also examined on male and female children separately. The male to female ratios were: Group 1: 15:6 and Group 2: 14:8. Overall, the gender ratio was 67,4 % male to 32,6 % female. The programme of stimulation includes vocabulary and language, eye and hand co-ordination, visual and auditory perceptual training, numerical and alphabetical stimulation, and reasoning skills. It was designed for implementation over 20 sessions, each of an hour in duration. The programme was completed in a school term, three sessions per school week for six weeks and two in the seventh week. The intervention programme was effective in improving certain school readiness abilities of children with delays in language and/or fine-motor co-ordination. The following statistically significant results were obtained: With regard to all the children exposed to the intervention programme, improved scores were obtained on the Personal-Social and Eye-Hand Co-ordination subscales of the Griffiths Scales and the Draw-a-Person test for the children. Negative scores were obtained on the Locomotor Scale. For male children, the intervention programme improved the scores on the Speech and Hearing and Eye and Hand Co-ordination subscales of the Griffiths Scales and Draw-a-Person test. Regarding female children, the intervention programme improved the scores on the Eye and Hand Co-ordination subscale of the Griffiths Scales and the Draw-a-Person test. Negative results were obtained on the Locomotor subscale for female children. The gender differences obtained confirm that differences exist between the genders at this stage of development. Consistent positive results were obtained on the Eye and Hand Co-ordination subscale of the Griffiths Scales and the Draw-a-Person test. The Eye and Hand Co-ordination subscale is a measure of visual-motor co-ordination. The Draw-a-Person test reveals the progression in intellectual development toward greater conceptual complexity and maturity. The intervention programme thus contributed to the school readiness abilities of the children. Generalisation of findings is limited for two main reasons. Original settings can never be replicated in educational research and extraneous variables (some measureable and some unknown) may have influenced outcomes. The study was finally evaluated using Payne’s (1994) model of programme evaluation and the Program Evaluation Standards (Sanders, 1994). Regarding Payne’s (1994) model of programme evaluation which involved an evaluation of the research design, data collection, data analysis, results and cost effectiveness, the study can be judged positively. A single negative aspect was the lack of pilot testing which would have served the researcher better in planning for more effective implementation. Positive affirmation for the study was further obtained in applying the Program Evaluation Standards (Sanders, 1994) of Utility, Feasibility, Propriety and Accuracy. This study endorses the belief that preschool development is best promoted by varied educational stimulation within a recognised preschool programme guided by qualified teachers. It is hoped that the development, quantitative analysis and assessment of this intervention programme has contributed to this most important field of preschool intervention and will serve to encourage further research in this area.
- Full Text:
The effect of pacing in television programmes on the sustained attention of 3 year-old children
- Ntshangase, Siyabonga Eugine
- Authors: Ntshangase, Siyabonga Eugine
- Date: 2015
- Subjects: Television and children , Technology and children , Child development , Attention
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/59588 , uj:16550
- Description: Abstract: This exploratory study investigated the effect of pacing on the sustained attention of three year-old children. Through an observational design, the aim of the current study was to determine whether pacing had a significant effect in children’s attention processes, such as sustained attention. Research findings suggest that the pacing of children’s television programme has a notable effect on the sustained attention of young children. There were significant differences on the duration that children viewed a fast-paced television programme contrary to a slow-paced programme. The selected children’s television programmes were similar such that both were educational programmes and only pacing was a major difference between them. Children watched the fast-paced programme for a longer duration on average than they did during the slower-paced counterpart. Results found a significant difference between the scores of active viewing between the fast-paced and the slow-paced programmes. In sum, results from the current study indicated that production characteristics such as pacing for instance within a television programme may be more important than content and viewing time in shaping the developing brain. Thus it provides plausible reasons for further inquiry into the neuroplasticity or possible brain changes involved with the increasing level of early exposure media and consumption. , M.A. (Counselling Psychology)
- Full Text:
- Authors: Ntshangase, Siyabonga Eugine
- Date: 2015
- Subjects: Television and children , Technology and children , Child development , Attention
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/59588 , uj:16550
- Description: Abstract: This exploratory study investigated the effect of pacing on the sustained attention of three year-old children. Through an observational design, the aim of the current study was to determine whether pacing had a significant effect in children’s attention processes, such as sustained attention. Research findings suggest that the pacing of children’s television programme has a notable effect on the sustained attention of young children. There were significant differences on the duration that children viewed a fast-paced television programme contrary to a slow-paced programme. The selected children’s television programmes were similar such that both were educational programmes and only pacing was a major difference between them. Children watched the fast-paced programme for a longer duration on average than they did during the slower-paced counterpart. Results found a significant difference between the scores of active viewing between the fast-paced and the slow-paced programmes. In sum, results from the current study indicated that production characteristics such as pacing for instance within a television programme may be more important than content and viewing time in shaping the developing brain. Thus it provides plausible reasons for further inquiry into the neuroplasticity or possible brain changes involved with the increasing level of early exposure media and consumption. , M.A. (Counselling Psychology)
- Full Text:
The role of early childhood development centres in promoting socio-economic development in rural communities
- Authors: Mtshali, Adolphas K.
- Date: 2008-10-20T09:12:55Z
- Subjects: Child development , Early childhood education , Preschool education , Day care centers
- Type: Thesis
- Identifier: uj:12770 , http://hdl.handle.net/10210/1265
- Description: M.A. , Die rol van vroeë kinderontwikkeling in die bevordering van sosio-ekonomiese ontwikkeling in landelike gebiede is ‘n navorsingsprojek wat in Nongoma, Noordelike Kwa Zulu-Natal uitgevoer is. Die doel van die projek was om die rol wat deur vroeë kinderontwikkelingsentra (creches) gespeel is in die bevordering van gemeenskapsontwikkeling in landelike gebiede te verken. ‘n Kwalitatiewe ontwerp is gebruik om data van respondente in te win. Die data is ingewin van deelnemers in die vroeë kinderontwikelingsentra deur middel van ‘n onderhoudskedule. Onderhoude is deur middel van oudiobande opgeneem en later op papier getranskribeer. Temas is uit die data wat deur die respondente verskaf is, ontwikkel. Die steekproef is uit dertien crechebestuurders, twaalf vrouens uit armoedige ontwikkelingsverligtingsprojekte, een raadslid en twee lede van gemeenskapsbaseerde organisasies, saamgestel. Die doelwitte van die ondersoek is: • Om die verskeie rolspelers in vroeë kinderontwikkeling te identifiseer • Om die sosio-ekonomiese belangrikheid van vroeë kinderleidingsentra in Nongoma te ondersoek • Om die uitdagings wat die verskaffers van vroeë kinderleidingsdienste in Nongoma konfronteer, te beskryf • Om die verhouding tussen vroeë kinderleidingsdienste en gemeenskapsontwikkeling te ontleed Die ondersoek het rolspelers (staatsdepartemente, burgerlike samelewing en die private sektor) geidentifiseer en het die rol wat deur elke rolspeler uitgevoer is omskryf. Dit het ook gapings in dienslewering geidentifiseer. Dit het die opvoedkundige, gesondheids-, maatskaplike, ekonomiese en sielkundige belangrikheid van creches uitgelig. Dit het die belangrikheid van vroeë kinderontwikkelingsentra in vrouens se maatskaplike ontwikkeling uitgestip. Dit het ook ‘n begrip van “plaaslike ontwikkeling met ‘n kindersorg fokus” ontwikkel. Aanbevelings ten opsigte van wat maatskaplike werkers kan doen om plaaslike ontwikkeling met ‘n kindersorgfokus te bevorder, is gemaak. , Prof. W. A. Mitchell
- Full Text:
- Authors: Mtshali, Adolphas K.
- Date: 2008-10-20T09:12:55Z
- Subjects: Child development , Early childhood education , Preschool education , Day care centers
- Type: Thesis
- Identifier: uj:12770 , http://hdl.handle.net/10210/1265
- Description: M.A. , Die rol van vroeë kinderontwikkeling in die bevordering van sosio-ekonomiese ontwikkeling in landelike gebiede is ‘n navorsingsprojek wat in Nongoma, Noordelike Kwa Zulu-Natal uitgevoer is. Die doel van die projek was om die rol wat deur vroeë kinderontwikkelingsentra (creches) gespeel is in die bevordering van gemeenskapsontwikkeling in landelike gebiede te verken. ‘n Kwalitatiewe ontwerp is gebruik om data van respondente in te win. Die data is ingewin van deelnemers in die vroeë kinderontwikelingsentra deur middel van ‘n onderhoudskedule. Onderhoude is deur middel van oudiobande opgeneem en later op papier getranskribeer. Temas is uit die data wat deur die respondente verskaf is, ontwikkel. Die steekproef is uit dertien crechebestuurders, twaalf vrouens uit armoedige ontwikkelingsverligtingsprojekte, een raadslid en twee lede van gemeenskapsbaseerde organisasies, saamgestel. Die doelwitte van die ondersoek is: • Om die verskeie rolspelers in vroeë kinderontwikkeling te identifiseer • Om die sosio-ekonomiese belangrikheid van vroeë kinderleidingsentra in Nongoma te ondersoek • Om die uitdagings wat die verskaffers van vroeë kinderleidingsdienste in Nongoma konfronteer, te beskryf • Om die verhouding tussen vroeë kinderleidingsdienste en gemeenskapsontwikkeling te ontleed Die ondersoek het rolspelers (staatsdepartemente, burgerlike samelewing en die private sektor) geidentifiseer en het die rol wat deur elke rolspeler uitgevoer is omskryf. Dit het ook gapings in dienslewering geidentifiseer. Dit het die opvoedkundige, gesondheids-, maatskaplike, ekonomiese en sielkundige belangrikheid van creches uitgelig. Dit het die belangrikheid van vroeë kinderontwikkelingsentra in vrouens se maatskaplike ontwikkeling uitgestip. Dit het ook ‘n begrip van “plaaslike ontwikkeling met ‘n kindersorg fokus” ontwikkel. Aanbevelings ten opsigte van wat maatskaplike werkers kan doen om plaaslike ontwikkeling met ‘n kindersorgfokus te bevorder, is gemaak. , Prof. W. A. Mitchell
- Full Text:
The role of non-governmental organisations in early childhood development programmes in Giyani
- Authors: Nkuna, Dester Nana
- Date: 2012-08-17
- Subjects: Non-governmental organizations - South Africa - Giyani , Early childhood education - Activity programs , Child development
- Type: Mini-Dissertation
- Identifier: uj:2643 , http://hdl.handle.net/10210/6089
- Description: M.Ed. , The purpose of this research is to investigate the roles played by the Non- Governmental Organisations in Early Childhood Development in Giyani in the Northern Province. Based on the findings, the study shows that the NGO-ECD centres were established, not only for the purpose of providing employment to their creators but also to provide safe playing centres for the children, while their parents are either at work or undertaking errands. The process of data categorising and patterning showed that the NGO-ECD centres largely contribute in the development of the physical, social and aesthetic aspects of the child. Similarly, the lack of adequate infrastructure, funds, learning materials, as well as suitably qualified teachers, impacts heavily on the quality of the education provided at these centres. The main recommendations made are centred around the observation that all the NGO-ECD centres at Giyani need qualified teachers, effective and professionally-designed programmes and financial resources. It has also been strongly recommended that they should increase the level of parent and community involvement in the day to day running of their educational programmes.
- Full Text:
- Authors: Nkuna, Dester Nana
- Date: 2012-08-17
- Subjects: Non-governmental organizations - South Africa - Giyani , Early childhood education - Activity programs , Child development
- Type: Mini-Dissertation
- Identifier: uj:2643 , http://hdl.handle.net/10210/6089
- Description: M.Ed. , The purpose of this research is to investigate the roles played by the Non- Governmental Organisations in Early Childhood Development in Giyani in the Northern Province. Based on the findings, the study shows that the NGO-ECD centres were established, not only for the purpose of providing employment to their creators but also to provide safe playing centres for the children, while their parents are either at work or undertaking errands. The process of data categorising and patterning showed that the NGO-ECD centres largely contribute in the development of the physical, social and aesthetic aspects of the child. Similarly, the lack of adequate infrastructure, funds, learning materials, as well as suitably qualified teachers, impacts heavily on the quality of the education provided at these centres. The main recommendations made are centred around the observation that all the NGO-ECD centres at Giyani need qualified teachers, effective and professionally-designed programmes and financial resources. It has also been strongly recommended that they should increase the level of parent and community involvement in the day to day running of their educational programmes.
- Full Text:
The Urban preschool : a sensory experience to facilitate memory and learning
- Authors: Snyman, Salome
- Date: 2014-01-28
- Subjects: Kindergarten facilities - Design and construction , Urban schools - Design and construction , Architecture and children , Architecture and society , Child development
- Type: Thesis
- Identifier: uj:7967 , http://hdl.handle.net/10210/8887
- Description: M.Tech. (Architectural Technology) , The inner city space is a living and working locale for diverse population groups. The central business district provides job opportunities for a multitude of skilled and unskilled workers who either live in the city or who commute from outlying areas and suburbs. In other words, it serves many purposes for many people. Yet it is rarely acknowledged as an appropriate space for young children. Reality, however, shows that children should and are accommodated within the inner city. They are part of the families that engage with the city on a daily basis. The research question addressed by this study mainly concerns how the architecture should respond to a situation which acknowledges the presence of children in the inner city in a way that is not only safe and secure but also draws on the unique learning experiences that the city offers. In this respect there are endless possibilities for discovery and sensory exploration. The city is a sensory cornucopia, of sorts. The challenge is therefore to create a relationship between the pre-school and the city that is symbiotic. Because life is the generator of the city, children add another layer to its intriguing complexities. In return, the city provides exciting educational experiences which "have the potential to ensure that memories are made and remembered. An urban preschool is not typified by the way it mirrors the urban context or incorporates it thematically, but by the way it engages and becomes part of its pattern language. Existing boundaries which are often restrictive and prescriptive are deconstructed and reconstructed, and, in doing so, the identity and the conventional stereotype of the urban preschool is redefined. The challenge that this study purports to address is to create a balance between two realms: the preschool as a place of ultimate safety and the public realm as a place of ultimate freedom. It takes into consideration how these issues have been addressed locally and overseas from the point of educational principles and, specifically, how the architecture supports and incorporates these principals within the urban context. Such an exploration of factors that typify an urban preschool (as opposed to the more familiar suburban model) will culminate in the development of a preschool that is completely context specific, especially with regard to the sensory references in the city.
- Full Text:
- Authors: Snyman, Salome
- Date: 2014-01-28
- Subjects: Kindergarten facilities - Design and construction , Urban schools - Design and construction , Architecture and children , Architecture and society , Child development
- Type: Thesis
- Identifier: uj:7967 , http://hdl.handle.net/10210/8887
- Description: M.Tech. (Architectural Technology) , The inner city space is a living and working locale for diverse population groups. The central business district provides job opportunities for a multitude of skilled and unskilled workers who either live in the city or who commute from outlying areas and suburbs. In other words, it serves many purposes for many people. Yet it is rarely acknowledged as an appropriate space for young children. Reality, however, shows that children should and are accommodated within the inner city. They are part of the families that engage with the city on a daily basis. The research question addressed by this study mainly concerns how the architecture should respond to a situation which acknowledges the presence of children in the inner city in a way that is not only safe and secure but also draws on the unique learning experiences that the city offers. In this respect there are endless possibilities for discovery and sensory exploration. The city is a sensory cornucopia, of sorts. The challenge is therefore to create a relationship between the pre-school and the city that is symbiotic. Because life is the generator of the city, children add another layer to its intriguing complexities. In return, the city provides exciting educational experiences which "have the potential to ensure that memories are made and remembered. An urban preschool is not typified by the way it mirrors the urban context or incorporates it thematically, but by the way it engages and becomes part of its pattern language. Existing boundaries which are often restrictive and prescriptive are deconstructed and reconstructed, and, in doing so, the identity and the conventional stereotype of the urban preschool is redefined. The challenge that this study purports to address is to create a balance between two realms: the preschool as a place of ultimate safety and the public realm as a place of ultimate freedom. It takes into consideration how these issues have been addressed locally and overseas from the point of educational principles and, specifically, how the architecture supports and incorporates these principals within the urban context. Such an exploration of factors that typify an urban preschool (as opposed to the more familiar suburban model) will culminate in the development of a preschool that is completely context specific, especially with regard to the sensory references in the city.
- Full Text:
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