A non-governmental organistion's psycho-social and educational support for orphans and vulnerable children in Soweto
- Authors: Mlambo, Nompilo
- Date: 2021
- Subjects: Orphans - South Africa - Psychology , Child psychology , Children - Counseling of - South Africa , Educational psychology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486295 , uj:44230
- Description: Abstract: This study explores and describes the psycho-social and educational support provided by a non-governmental organisation (NGO) in Soweto, South Africa. Using a qualitative case study research design, eight orphans, three caregivers, a social worker and the director of an orphanage were approached to gain insight into the psycho-social and educational support that is being provided to the orphans, who is providing the support and whether the orphans perceive the support as beneficial. Data were collected using multiple methods such as individual interviews, focus groups and collages made by the orphans. A thematic content analysis was conducted in order to establish emerging themes from the research findings. The study findings established that HOPE supports orphans and vulnerable children (OVC) by providing mentorship, building a sense of familyhood, inculcating a sense of self-worth, nurturing love amongst OVC and enhancing their relationship building skills. HOPE’s social support consists of home visits (issuing of food parcels and payment of rentals), efforts to build positive peer relationships and a community where OVC receive moral support from friends. HOPE also implements strong educational support structures intended to yield positive educational aspirations and opportunities for OVC. These structures include the provision of uniforms and schoolbooks, space and facilities for extra assistance, tuition for children with special educational needs and referrals to other institutions. Despite the supports that are offered to OVC at HOPE, findings established that the organisation faces some challenges in its efforts to address the needs of these children. These challenges mainly relate to financial and capacity issues. The financial 5 challenges affect both the internal operations of the NGO as well the ability to deliver the care they envision for the OVC. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Mlambo, Nompilo
- Date: 2021
- Subjects: Orphans - South Africa - Psychology , Child psychology , Children - Counseling of - South Africa , Educational psychology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486295 , uj:44230
- Description: Abstract: This study explores and describes the psycho-social and educational support provided by a non-governmental organisation (NGO) in Soweto, South Africa. Using a qualitative case study research design, eight orphans, three caregivers, a social worker and the director of an orphanage were approached to gain insight into the psycho-social and educational support that is being provided to the orphans, who is providing the support and whether the orphans perceive the support as beneficial. Data were collected using multiple methods such as individual interviews, focus groups and collages made by the orphans. A thematic content analysis was conducted in order to establish emerging themes from the research findings. The study findings established that HOPE supports orphans and vulnerable children (OVC) by providing mentorship, building a sense of familyhood, inculcating a sense of self-worth, nurturing love amongst OVC and enhancing their relationship building skills. HOPE’s social support consists of home visits (issuing of food parcels and payment of rentals), efforts to build positive peer relationships and a community where OVC receive moral support from friends. HOPE also implements strong educational support structures intended to yield positive educational aspirations and opportunities for OVC. These structures include the provision of uniforms and schoolbooks, space and facilities for extra assistance, tuition for children with special educational needs and referrals to other institutions. Despite the supports that are offered to OVC at HOPE, findings established that the organisation faces some challenges in its efforts to address the needs of these children. These challenges mainly relate to financial and capacity issues. The financial 5 challenges affect both the internal operations of the NGO as well the ability to deliver the care they envision for the OVC. , M.Ed. (Educational Psychology)
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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)
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Creating a child-friendly environment : an interpretation of children’s drawings from planned neighborhood parks of Lucknow City
- Agarwal, Mohit Kumar, Sehgal, Vandana, Ogra, Aurobindo
- Authors: Agarwal, Mohit Kumar , Sehgal, Vandana , Ogra, Aurobindo
- Date: 2021
- Subjects: Urbanization , Child psychology , Child-friendly environment
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483109 , uj:43832 , Citation: Agarwal, M.K.; Sehgal, V.; Ogra, A. Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City. Societies 2021, 11, 80. https:// doi.org/10.3390/soc11030080
- Description: Abstract: The urban environment is a product of many tangible and intangible factors for communities, involving activities, spaces, and users of different age groups. Stakeholder consultation has become an essential part of envisaging any urban space. In general practice, mostly adults’ opinions and suggestions are taken into account, and children are sidelined, even if the issues are related to children. Children are an integral part of the present urbanizing world and are some of its most sensitive and affected users. The United Nations Convention on the Rights of the Child recognizes three P’s: provision, protection, and participation. The third, participation, is a crucial dimension of creating a healthier environment, but it has largely been neglected. The drawing technique is among the methods to gather information directly through the children’s participatory approach. It has been observed that children prefer to express themselves by drawing rather than answering questions and find it easy and enjoyable. This research incorporates drawing as a methodological tool for identifying children’s expectations and understanding their preferences about their ideal neighborhood park. A total of 80 children aged between 6 and 15 years from planned zones of Lucknow city were selected for the research. The results derived from the content and co-relation data analysis techniques highlight that children emphasized physical, perceptional, cognitive, emotional, and social parameters for developing a child-friendly environment in parks and open spaces.
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- Authors: Agarwal, Mohit Kumar , Sehgal, Vandana , Ogra, Aurobindo
- Date: 2021
- Subjects: Urbanization , Child psychology , Child-friendly environment
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/483109 , uj:43832 , Citation: Agarwal, M.K.; Sehgal, V.; Ogra, A. Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City. Societies 2021, 11, 80. https:// doi.org/10.3390/soc11030080
- Description: Abstract: The urban environment is a product of many tangible and intangible factors for communities, involving activities, spaces, and users of different age groups. Stakeholder consultation has become an essential part of envisaging any urban space. In general practice, mostly adults’ opinions and suggestions are taken into account, and children are sidelined, even if the issues are related to children. Children are an integral part of the present urbanizing world and are some of its most sensitive and affected users. The United Nations Convention on the Rights of the Child recognizes three P’s: provision, protection, and participation. The third, participation, is a crucial dimension of creating a healthier environment, but it has largely been neglected. The drawing technique is among the methods to gather information directly through the children’s participatory approach. It has been observed that children prefer to express themselves by drawing rather than answering questions and find it easy and enjoyable. This research incorporates drawing as a methodological tool for identifying children’s expectations and understanding their preferences about their ideal neighborhood park. A total of 80 children aged between 6 and 15 years from planned zones of Lucknow city were selected for the research. The results derived from the content and co-relation data analysis techniques highlight that children emphasized physical, perceptional, cognitive, emotional, and social parameters for developing a child-friendly environment in parks and open spaces.
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Creating a child-friendly environment : an interpretation of children’s drawings from planned neighborhood parks of Lucknow City
- Agarwal, Mohit Kumar, Sehgal, Vandana, Ogra, Aurobindo
- Authors: Agarwal, Mohit Kumar , Sehgal, Vandana , Ogra, Aurobindo
- Date: 2021
- Subjects: Urbanization , Child psychology , Child-friendly environment
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/482862 , uj:43801 , Citation: Agarwal, M.K.; Sehgal, V.; Ogra, A. Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City. Societies 2021, 11, 80. https:// doi.org/10.3390/soc11030080
- Description: Abstract: The urban environment is a product of many tangible and intangible factors for communities, involving activities, spaces, and users of different age groups. Stakeholder consultation has become an essential part of envisaging any urban space. In general practice, mostly adults’ opinions and suggestions are taken into account, and children are sidelined, even if the issues are related to children. Children are an integral part of the present urbanizing world and are some of its most sensitive and affected users. The United Nations Convention on the Rights of the Child recognizes three P’s: provision, protection, and participation. The third, participation, is a crucial dimension of creating a healthier environment, but it has largely been neglected. The drawing technique is among the methods to gather information directly through the children’s participatory approach. It has been observed that children prefer to express themselves by drawing rather than answering questions and find it easy and enjoyable. This research incorporates drawing as a methodological tool for identifying children’s expectations and understanding their preferences about their ideal neighborhood park. A total of 80 children aged between 6 and 15 years from planned zones of Lucknow city were selected for the research. The results derived from the content and co-relation data analysis techniques highlight that children emphasized physical, perceptional, cognitive, emotional, and social parameters for developing a child-friendly environment in parks and open spaces.
- Full Text:
- Authors: Agarwal, Mohit Kumar , Sehgal, Vandana , Ogra, Aurobindo
- Date: 2021
- Subjects: Urbanization , Child psychology , Child-friendly environment
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/482862 , uj:43801 , Citation: Agarwal, M.K.; Sehgal, V.; Ogra, A. Creating a Child-Friendly Environment: An Interpretation of Children’s Drawings from Planned Neighborhood Parks of Lucknow City. Societies 2021, 11, 80. https:// doi.org/10.3390/soc11030080
- Description: Abstract: The urban environment is a product of many tangible and intangible factors for communities, involving activities, spaces, and users of different age groups. Stakeholder consultation has become an essential part of envisaging any urban space. In general practice, mostly adults’ opinions and suggestions are taken into account, and children are sidelined, even if the issues are related to children. Children are an integral part of the present urbanizing world and are some of its most sensitive and affected users. The United Nations Convention on the Rights of the Child recognizes three P’s: provision, protection, and participation. The third, participation, is a crucial dimension of creating a healthier environment, but it has largely been neglected. The drawing technique is among the methods to gather information directly through the children’s participatory approach. It has been observed that children prefer to express themselves by drawing rather than answering questions and find it easy and enjoyable. This research incorporates drawing as a methodological tool for identifying children’s expectations and understanding their preferences about their ideal neighborhood park. A total of 80 children aged between 6 and 15 years from planned zones of Lucknow city were selected for the research. The results derived from the content and co-relation data analysis techniques highlight that children emphasized physical, perceptional, cognitive, emotional, and social parameters for developing a child-friendly environment in parks and open spaces.
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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.
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- 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.
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Die effek van die veranderde samelewing op die ouerskapstyle van Afrikaanse kleuter-ouers
- Authors: Meyer, Retha Louise
- Date: 2012-09-12
- Subjects: Parenting , Toddlers , Child psychology , Child rearing - Methodology
- Type: Thesis
- Identifier: uj:10319 , http://hdl.handle.net/10210/7684
- Description: M.Ed. , "Change" is a concept that our society is daily confronted by. These changes bring new demands for both parents and child in education. It is therefore necessary that adaptation be made to the traditional educational practices in order to meet the current demands. Research by Gottman (1997:30) has found that a strong emotional bond between parent and child is an answer for the current demands. This study looks at the changes that have taken place in our society in the last couple of years. The effect of the changing society on Afrikaans toddler parents' parenting style and what is needed to equip toddlers better in the future, is investigated. Against this background the following research questions are asked: What is the influence of the changing society on Afrikaans toddler parents' parenting style? - Which parent styles do Afrikaans toddler parents currently makes use of? What role does "emotion coaching" play in Afrikaans toddler parents' parenting style? A literature study was carried out to portray the main changes that society is confronted by. Attention was given to the characteristics of the toddler period. The concept of emotional intelligence was discussed and different parenting styles were looked at. Special emphasis was placed on Gottman's parenting styles, which mainly has bearing on the way a parent deals with their child's emotions. This is a qualitative, therefore exploratory and descriptive study which aims to give insight into the parenting style of modern Afrikaans' toddler parents in an urban context. Data was collected by making use of a literature study, focus group interviews and by selfevaluation questionnaires. The gathered data was arranged by using an inductive and descriptive method of analyzing the data.
- Full Text:
- Authors: Meyer, Retha Louise
- Date: 2012-09-12
- Subjects: Parenting , Toddlers , Child psychology , Child rearing - Methodology
- Type: Thesis
- Identifier: uj:10319 , http://hdl.handle.net/10210/7684
- Description: M.Ed. , "Change" is a concept that our society is daily confronted by. These changes bring new demands for both parents and child in education. It is therefore necessary that adaptation be made to the traditional educational practices in order to meet the current demands. Research by Gottman (1997:30) has found that a strong emotional bond between parent and child is an answer for the current demands. This study looks at the changes that have taken place in our society in the last couple of years. The effect of the changing society on Afrikaans toddler parents' parenting style and what is needed to equip toddlers better in the future, is investigated. Against this background the following research questions are asked: What is the influence of the changing society on Afrikaans toddler parents' parenting style? - Which parent styles do Afrikaans toddler parents currently makes use of? What role does "emotion coaching" play in Afrikaans toddler parents' parenting style? A literature study was carried out to portray the main changes that society is confronted by. Attention was given to the characteristics of the toddler period. The concept of emotional intelligence was discussed and different parenting styles were looked at. Special emphasis was placed on Gottman's parenting styles, which mainly has bearing on the way a parent deals with their child's emotions. This is a qualitative, therefore exploratory and descriptive study which aims to give insight into the parenting style of modern Afrikaans' toddler parents in an urban context. Data was collected by making use of a literature study, focus group interviews and by selfevaluation questionnaires. The gathered data was arranged by using an inductive and descriptive method of analyzing the data.
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Preschoolers' self-realisation of socioeconomic status
- Authors: Marais, Stephanie Julia
- Date: 2020
- Subjects: Preschool children , Child psychology , Self-actualization (Psychology)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/473843 , uj:42690
- Description: Abstract: The aim of this research was to determine if preschool learners, aged 5 – 6, have had a self-realisation of their own socioeconomic status (SES). A qualitative approach was utilised in conjunction with a multiple case study design. 11 participants in total were selected from a quintile one, three and five school in the Johannesburg Central education district. Participants were selected by their Grade R (Reception Year) teachers according to language ability. Data was collected using a picture sort activity, collage and semi-structured interview. The data was analysed using thematic analyses. The main finding of this research is preschoolers from high SES families are more likely to have had a self-realisation of SES. All participants from the quintile 5 school had an accurate self-realisation of their SES. Participants from the quintile 1 and 3 schools were either not able to express their self-realisation of SES or had an inaccurate self-realisation of their SES. Additional findings show that preschoolers’ abilities to categorise information relating to SES increases with an increase of SES and the accuracy of preschoolers’ perception of SES increases with SES. Adopting a bioecological theoretical perspective, I use these findings to inform interventions targeted at breaking poverty cycles by challenging the messages children receive at an early age. , M.Ed. (Educational Psychology)
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- Authors: Marais, Stephanie Julia
- Date: 2020
- Subjects: Preschool children , Child psychology , Self-actualization (Psychology)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/473843 , uj:42690
- Description: Abstract: The aim of this research was to determine if preschool learners, aged 5 – 6, have had a self-realisation of their own socioeconomic status (SES). A qualitative approach was utilised in conjunction with a multiple case study design. 11 participants in total were selected from a quintile one, three and five school in the Johannesburg Central education district. Participants were selected by their Grade R (Reception Year) teachers according to language ability. Data was collected using a picture sort activity, collage and semi-structured interview. The data was analysed using thematic analyses. The main finding of this research is preschoolers from high SES families are more likely to have had a self-realisation of SES. All participants from the quintile 5 school had an accurate self-realisation of their SES. Participants from the quintile 1 and 3 schools were either not able to express their self-realisation of SES or had an inaccurate self-realisation of their SES. Additional findings show that preschoolers’ abilities to categorise information relating to SES increases with an increase of SES and the accuracy of preschoolers’ perception of SES increases with SES. Adopting a bioecological theoretical perspective, I use these findings to inform interventions targeted at breaking poverty cycles by challenging the messages children receive at an early age. , M.Ed. (Educational Psychology)
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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.
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The role of secure attachment in promoting resilience among orphans
- Authors: Agu, Jennifer Chioma
- Date: 2018
- Subjects: Child psychology , Orphans - Psychology , Resilience (Personality trait)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401901 , uj:33610
- Description: Abstract : Background: A number of children in South Africa grow up without one or both biological parents. The resilience of these children is threatened since they are exposed to many risks that interfere with their development. In other words, parental mortality limits the resources and capacities of families to create environments that enable children to develop well. Little is known about the processes that enable these orphaned children to cope resiliently. Aims: The major aim of this study was to establish the role which secure attachment plays in promoting resilience among orphan children (n=20; 8 black males and 12 black females). The sampling procedure used was a non-probability sampling called purposive sampling. In this type of sampling only elements that are relevant to the research purpose are included in the sample. Method: Three data collection methods were used. First, individual interviews were used to collect verbal data from the orphaned children. Secondly, focus group interviews were utilised to elicit more data from orphaned children who did not participate in the individual interviews. The individual interviews and focus group interviews were coded and grouped. Finally, the drawandwrite technique was used to collect more data. The participants were asked to make drawings of what enabled them to cope resiliently and to write short narratives explaining their drawings. The drawings were grouped according to major themes. Data Analysis: A content analysis of the drawings and narratives was also conducted. Three major themes emerged from the data, namely, spirituality, religion and faith; connection to others ( caregiver, social worker, peers, family members, pastors and teachers) and individual strengths (having a sense of humour, perseverance, having a sense of independence, having future hopes and dreams. These findings have implications for theory and practice. It is important to incorporate programmes into school curricula to provide these children with strategies and skills to deal with adversity. Also, clear policies at all iv levels of education be part in place in order to guide the teachers in South Africa by providing adequate support to the orphans. , M.Ed. (Educational Psychology)
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- Authors: Agu, Jennifer Chioma
- Date: 2018
- Subjects: Child psychology , Orphans - Psychology , Resilience (Personality trait)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/401901 , uj:33610
- Description: Abstract : Background: A number of children in South Africa grow up without one or both biological parents. The resilience of these children is threatened since they are exposed to many risks that interfere with their development. In other words, parental mortality limits the resources and capacities of families to create environments that enable children to develop well. Little is known about the processes that enable these orphaned children to cope resiliently. Aims: The major aim of this study was to establish the role which secure attachment plays in promoting resilience among orphan children (n=20; 8 black males and 12 black females). The sampling procedure used was a non-probability sampling called purposive sampling. In this type of sampling only elements that are relevant to the research purpose are included in the sample. Method: Three data collection methods were used. First, individual interviews were used to collect verbal data from the orphaned children. Secondly, focus group interviews were utilised to elicit more data from orphaned children who did not participate in the individual interviews. The individual interviews and focus group interviews were coded and grouped. Finally, the drawandwrite technique was used to collect more data. The participants were asked to make drawings of what enabled them to cope resiliently and to write short narratives explaining their drawings. The drawings were grouped according to major themes. Data Analysis: A content analysis of the drawings and narratives was also conducted. Three major themes emerged from the data, namely, spirituality, religion and faith; connection to others ( caregiver, social worker, peers, family members, pastors and teachers) and individual strengths (having a sense of humour, perseverance, having a sense of independence, having future hopes and dreams. These findings have implications for theory and practice. It is important to incorporate programmes into school curricula to provide these children with strategies and skills to deal with adversity. Also, clear policies at all iv levels of education be part in place in order to guide the teachers in South Africa by providing adequate support to the orphans. , M.Ed. (Educational Psychology)
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The smartchoiceparenting programme : a support for parents of children with barriers to learning
- Authors: Resnick, Ken
- Date: 2016
- Subjects: Child psychology , Early childhood education , Learning disabilities - Treatment
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245448 , uj:25422
- Description: D.Ed.(Educational Psychology) , Abstract: The most effective interventions for managing social, emotional and behaviour problems in children and adolescents are parenting interventions that are based on social learning principles. The research for this evaluation focused on the question of whether the SmartChoiceParenting Programme (SCPP), a programme based on the adult-child educative relationship, can assist and benefit parents who have a child who has been diagnosed with a barrier to learning. A survey of the literature revealed that the most researched evidence-based parenting programmes appear to be focused on helping parents acquire skills and an understanding of their role in dealing with their child’s behaviour and academic performance. However, in order for it to be classified as an evidence-based positive parenting programme, it was important that it met the criteria which would enable it to be seen as such. Participants in the study consisted of 11 participants, four couples and three single mothers with a child under ten years of age and who had been diagnosed with some or other barriers to learning. Five questionnaires were completed by the participants pre- and post the programme, with the post-test questionnaires being completed not less than four months after the second session of the programme. On measures of parental adjustment, no significant difference was found post- test regarding depression, anxiety and stress in the parents. However, the other post-test questionnaires completed indicated significant positive changes had taken place regarding the child’s behaviour and parenting practices and these were still being maintained four months after participating in the programme. The findings showed a change in the scores of the pre- and post- test for individual parents. Feedback and results from both the qualitative and quantitative measures used to evaluate the SCPP showed that the majority of parents had observed positive changes in their children’s behaviour and attitude, as well as a reduction in the difficulties that they were experiencing with their children. Most of the participants reported a more calm atmosphere in the home as they were able to assert themselves in a controlled manner after implementation of the programme. Although the sample was small, the findings correlated with the findings of a similar study done with the Triple P by Markie-Dadds and Sanders (2006) and give...
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- Authors: Resnick, Ken
- Date: 2016
- Subjects: Child psychology , Early childhood education , Learning disabilities - Treatment
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/245448 , uj:25422
- Description: D.Ed.(Educational Psychology) , Abstract: The most effective interventions for managing social, emotional and behaviour problems in children and adolescents are parenting interventions that are based on social learning principles. The research for this evaluation focused on the question of whether the SmartChoiceParenting Programme (SCPP), a programme based on the adult-child educative relationship, can assist and benefit parents who have a child who has been diagnosed with a barrier to learning. A survey of the literature revealed that the most researched evidence-based parenting programmes appear to be focused on helping parents acquire skills and an understanding of their role in dealing with their child’s behaviour and academic performance. However, in order for it to be classified as an evidence-based positive parenting programme, it was important that it met the criteria which would enable it to be seen as such. Participants in the study consisted of 11 participants, four couples and three single mothers with a child under ten years of age and who had been diagnosed with some or other barriers to learning. Five questionnaires were completed by the participants pre- and post the programme, with the post-test questionnaires being completed not less than four months after the second session of the programme. On measures of parental adjustment, no significant difference was found post- test regarding depression, anxiety and stress in the parents. However, the other post-test questionnaires completed indicated significant positive changes had taken place regarding the child’s behaviour and parenting practices and these were still being maintained four months after participating in the programme. The findings showed a change in the scores of the pre- and post- test for individual parents. Feedback and results from both the qualitative and quantitative measures used to evaluate the SCPP showed that the majority of parents had observed positive changes in their children’s behaviour and attitude, as well as a reduction in the difficulties that they were experiencing with their children. Most of the participants reported a more calm atmosphere in the home as they were able to assert themselves in a controlled manner after implementation of the programme. Although the sample was small, the findings correlated with the findings of a similar study done with the Triple P by Markie-Dadds and Sanders (2006) and give...
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The usefulness of the Draw-A-Person : Screening Procedure for measuring Emotional Disturbance (DAP: SPED) in South African children
- Authors: Kubierske, Francoise
- Date: 2012-09-05
- Subjects: Draw-A-Person Test , Emotional problems of children , Child psychology
- Type: Mini-Dissertation
- Identifier: uj:9635 , http://hdl.handle.net/10210/7053
- Description: M.A. , South Africa is perceived as a country with many economic and social problems. These are stressors that put individuals at risk of developing emotional disturbance. Children, as the most vulnerable sector of society, have the least access to resources such as psychological intervention. A measurement instrument that can identify emotional disturbance within this high-risk group; that minimises the effects of formal learning, cultural and language barriers; and utilises the minimum of resources is needed. The Draw A Person: Screening Procedure for Emotional Disturbance (DAP: SPED) (Naglieri, McNeish & Bardos, 1991) is a screening test for emotional disturbance that seems to fulfil these criteria. The present study aimed to explore how useful the DAP: SPED is to identify children with emotional disturbance in South Africa. This involved comparing the scores of the DAP: SPED with those of an independent measure for emotional disturbance, the Beck Youth Inventory (BYI-II). To further explore the usefulness of the DAP: SPED, internal reliability and inter-rater reliability were examined. The DAP: SPED and the BYI-II were administered to a group of English-literate Grade 4 learners from two mainstream schools. The emotional status of the children was unknown, and scores from the BYI-II were used to provide this information. As the BYI-II was used as a control measure, the internal reliability coefficients of its subscales were investigated within the context of the present research. Internal reliability coefficients were good (r=.823 to r=.929, p<.01). A third measure, the Qualitative Questionnaire for Observed Behaviour in the Classroom (QQOBC) was completed by the teachers of participating learners. This measure was used to provide depth to the results as well as independently rate the children’s behaviour. xiv Results showed that the DAP: SPED achieved low correlations with the BYI-II (rho=.024 to rho=.76, p<.01), thereby supporting the null hypothesis. The DAP: SPED was also unable to distinguish between emotional disturbance Present and Absent groups, created post facto according to scores on the BYI-II. A statistical analysis of the internal reliability showed that the DAP: SPED had low internal reliability (α=.448), and that the omission of the measurement items increased the internal reliability (α=.525). Inter-rater reliability was significantly high (rho=.687 to rho=. 816, p<.01), thereby rejecting the null hypothesis. Despite the good inter-rater reliability, certain scoring problems were encountered that showed that a margin for scoring bias could influence the usefulness of the measure.
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- Authors: Kubierske, Francoise
- Date: 2012-09-05
- Subjects: Draw-A-Person Test , Emotional problems of children , Child psychology
- Type: Mini-Dissertation
- Identifier: uj:9635 , http://hdl.handle.net/10210/7053
- Description: M.A. , South Africa is perceived as a country with many economic and social problems. These are stressors that put individuals at risk of developing emotional disturbance. Children, as the most vulnerable sector of society, have the least access to resources such as psychological intervention. A measurement instrument that can identify emotional disturbance within this high-risk group; that minimises the effects of formal learning, cultural and language barriers; and utilises the minimum of resources is needed. The Draw A Person: Screening Procedure for Emotional Disturbance (DAP: SPED) (Naglieri, McNeish & Bardos, 1991) is a screening test for emotional disturbance that seems to fulfil these criteria. The present study aimed to explore how useful the DAP: SPED is to identify children with emotional disturbance in South Africa. This involved comparing the scores of the DAP: SPED with those of an independent measure for emotional disturbance, the Beck Youth Inventory (BYI-II). To further explore the usefulness of the DAP: SPED, internal reliability and inter-rater reliability were examined. The DAP: SPED and the BYI-II were administered to a group of English-literate Grade 4 learners from two mainstream schools. The emotional status of the children was unknown, and scores from the BYI-II were used to provide this information. As the BYI-II was used as a control measure, the internal reliability coefficients of its subscales were investigated within the context of the present research. Internal reliability coefficients were good (r=.823 to r=.929, p<.01). A third measure, the Qualitative Questionnaire for Observed Behaviour in the Classroom (QQOBC) was completed by the teachers of participating learners. This measure was used to provide depth to the results as well as independently rate the children’s behaviour. xiv Results showed that the DAP: SPED achieved low correlations with the BYI-II (rho=.024 to rho=.76, p<.01), thereby supporting the null hypothesis. The DAP: SPED was also unable to distinguish between emotional disturbance Present and Absent groups, created post facto according to scores on the BYI-II. A statistical analysis of the internal reliability showed that the DAP: SPED had low internal reliability (α=.448), and that the omission of the measurement items increased the internal reliability (α=.525). Inter-rater reliability was significantly high (rho=.687 to rho=. 816, p<.01), thereby rejecting the null hypothesis. Despite the good inter-rater reliability, certain scoring problems were encountered that showed that a margin for scoring bias could influence the usefulness of the measure.
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