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.
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Grade 1 educators' classroom experiences with learners who did not attend pre-primary schools
- Molefe, Lindiwe Charity Zamaswazi
- Authors: Molefe, Lindiwe Charity Zamaswazi
- Date: 2011-12-06
- Subjects: Preschool education , Elementary education
- Type: Thesis
- Identifier: uj:1782 , http://hdl.handle.net/10210/4147
- Description: M.Ed. , The purpose of this research is to investigate Grade 1 educators' experiences with learners who did not attend pre-primary schools. This study was done in one of the primary schools found in Hillbrow. In this qualitative study, the contributions of three educators were recorded. They were interviewed and researcher observed in their classrooms. In addition, learners' workbooks were used to support data collect collected during interviews and researcher observations. Recommendations were made that educators need to have additional perceptual programmes that can be used in their classrooms to help these learners. This could be beneficial for learners who did not attend pre-primary schools. It has also been recommended that educators need to involve parents by educating them. Based on the findings, the study showed that educators had experiences with learners' fine and gross motor co-ordinations, classroom behaviour and educators' feelings and recommendations were made for both, educators and parents. These recommendations can be used by educators who want to implement them in their classrooms. This study will help the reader to have an idea of Grade 1 educators' classroom experiences with learners who did not attend pre-primary schools.
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- Authors: Molefe, Lindiwe Charity Zamaswazi
- Date: 2011-12-06
- Subjects: Preschool education , Elementary education
- Type: Thesis
- Identifier: uj:1782 , http://hdl.handle.net/10210/4147
- Description: M.Ed. , The purpose of this research is to investigate Grade 1 educators' experiences with learners who did not attend pre-primary schools. This study was done in one of the primary schools found in Hillbrow. In this qualitative study, the contributions of three educators were recorded. They were interviewed and researcher observed in their classrooms. In addition, learners' workbooks were used to support data collect collected during interviews and researcher observations. Recommendations were made that educators need to have additional perceptual programmes that can be used in their classrooms to help these learners. This could be beneficial for learners who did not attend pre-primary schools. It has also been recommended that educators need to involve parents by educating them. Based on the findings, the study showed that educators had experiences with learners' fine and gross motor co-ordinations, classroom behaviour and educators' feelings and recommendations were made for both, educators and parents. These recommendations can be used by educators who want to implement them in their classrooms. This study will help the reader to have an idea of Grade 1 educators' classroom experiences with learners who did not attend pre-primary schools.
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'n Ondersoek na die opleiding van [onderwysers in] 'n Graad R leerprogram vir implementering binne insluitende onderwys
- Authors: Du Plessis, Ingrid
- Date: 2010-07-12T07:37:31Z
- Subjects: Preschool teachers' in-service training , Preschool teaching , Preschool education , Inclusive education
- Type: Thesis
- Identifier: uj:6880 , http://hdl.handle.net/10210/3328
- Description: M.Ed. , The purpose of this study was to research and record the training process of teachers in a Grade R learning programme, within a context of inclusive education, by describing the teachers’ perception of the Grade R learning programme and by making certain changes to the training and training process that have been suggested in the study, and to offer guidelines with regard to the training of foundation phase educators, with specific reference to Grade R educators working within the context of inclusive education. The researcher opted for an interpretative action research design within a qualitative research paradigm since she wished to describe, interpret and explain actions within her research whilst attempting to bring about certain improvements within the teaching practice. The type of action research that was performed is known as practitioner action research because it was performed in the presence of, and with the cooperation of education practitioners as well as academics who assisted the researcher with relevant skills and resources. The following major themes were identified: Facilitating, programme implementation, complete empowerment, cooperation as well as common religious convictions. The most significant findings were the following: When we look at the facilitation of training programmes, it is of the utmost importance that the facilitator accepts from the onset that the participants as well as the facilitators will experience uncertainty within themselves, specifically regarding their own knowledge and abilities and the level of acceptance they will experience in the company of other professionals. It is therefore all the more important to determine each participant’s expectations regarding the purpose and outcomes of the the training programme as this will ease the process considerably and at the same time render the facilitator a clear idea of what needs to be addressed and what not. Facilitators of training programmes, especially within contexts similar to this study, should reflect on the importance of sound relationships being established between facilitator and participants. The initial level of experience and skill of each participant should be determined before the start of the programme and here the facilitator plays an enormous role as far as emotional and social support is concerned. When it comes to programme implementation, I should think that educators in all possible contexts will benefit immensely from the format of the lessons, the contents of the lessons as well as the presentation thereof because these are outcomes-based lessons. In terms of contexts similar to the one in this reseach, it is important that the facilitator works through each new lesson with the educators to ensure that they fully understand everything and also to give them the opportunity to ask questions as this will enable them to implement these lessons with enhanced confidence in their own classes. It was important for the teachers to experience their training in a practical manner because they learnt from one another, they had the opportunity to exchange ideas and, whatever problems they experienced, could be addressed and solved immediately. In conclusion I would like to strongly advocate the choice of practitioner research as research methodology in any study that is focussed on the improvement of the teaching practice. Not only does it hold immense benefits for practitioners, but as researcher I experienced complete personal enrichment in as far as I acted as an agent of meaningful change in the lives of the practitioners who accompanied me on this journey.
- Full Text:
- Authors: Du Plessis, Ingrid
- Date: 2010-07-12T07:37:31Z
- Subjects: Preschool teachers' in-service training , Preschool teaching , Preschool education , Inclusive education
- Type: Thesis
- Identifier: uj:6880 , http://hdl.handle.net/10210/3328
- Description: M.Ed. , The purpose of this study was to research and record the training process of teachers in a Grade R learning programme, within a context of inclusive education, by describing the teachers’ perception of the Grade R learning programme and by making certain changes to the training and training process that have been suggested in the study, and to offer guidelines with regard to the training of foundation phase educators, with specific reference to Grade R educators working within the context of inclusive education. The researcher opted for an interpretative action research design within a qualitative research paradigm since she wished to describe, interpret and explain actions within her research whilst attempting to bring about certain improvements within the teaching practice. The type of action research that was performed is known as practitioner action research because it was performed in the presence of, and with the cooperation of education practitioners as well as academics who assisted the researcher with relevant skills and resources. The following major themes were identified: Facilitating, programme implementation, complete empowerment, cooperation as well as common religious convictions. The most significant findings were the following: When we look at the facilitation of training programmes, it is of the utmost importance that the facilitator accepts from the onset that the participants as well as the facilitators will experience uncertainty within themselves, specifically regarding their own knowledge and abilities and the level of acceptance they will experience in the company of other professionals. It is therefore all the more important to determine each participant’s expectations regarding the purpose and outcomes of the the training programme as this will ease the process considerably and at the same time render the facilitator a clear idea of what needs to be addressed and what not. Facilitators of training programmes, especially within contexts similar to this study, should reflect on the importance of sound relationships being established between facilitator and participants. The initial level of experience and skill of each participant should be determined before the start of the programme and here the facilitator plays an enormous role as far as emotional and social support is concerned. When it comes to programme implementation, I should think that educators in all possible contexts will benefit immensely from the format of the lessons, the contents of the lessons as well as the presentation thereof because these are outcomes-based lessons. In terms of contexts similar to the one in this reseach, it is important that the facilitator works through each new lesson with the educators to ensure that they fully understand everything and also to give them the opportunity to ask questions as this will enable them to implement these lessons with enhanced confidence in their own classes. It was important for the teachers to experience their training in a practical manner because they learnt from one another, they had the opportunity to exchange ideas and, whatever problems they experienced, could be addressed and solved immediately. In conclusion I would like to strongly advocate the choice of practitioner research as research methodology in any study that is focussed on the improvement of the teaching practice. Not only does it hold immense benefits for practitioners, but as researcher I experienced complete personal enrichment in as far as I acted as an agent of meaningful change in the lives of the practitioners who accompanied me on this journey.
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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
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- 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
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