A cultural belief held that young children lack the ability to experience grief, based on the assumption that children have not yet developed to understand, or to be emotionally affected, by the concept of death. 'Disenfranchised grief', a term first coined in 1989, refers to grief that escapes notice due to emotions not finding expressive outlets. Disenfranchised grief afflicts young children in particular. The aim of this study was to provide guidelines and identify support structures that teachers can use to help a child that is experiencing grief in the Foundation Phase classroom due to loss of a parent, sibling or grandparent. Multiple case studies were utilised to investigate children's experiences with disenfranchised grief within different contexts, and existing support systems for children who suffered the loss of a loved family member. Three Grade 3 learners experiencing grief were purposively selected from a state school to participate in semi-structured individual interviews, drawings activities and verbal narratives. Three themes emerged from the data: experiences of grief, emotional experience and support. The findings indicate that children do experience grief, but need support in giving expression to their emotions, and to process their losses. Recommendation is made to teacher-training institutions to incorporate counselling as part of their teacher-training curriculum. / Dissertation (MEd)--University of Pretoria, 2016. / Early Childhood Education / MEd / Unrestricted

This dissertation explores the impact of malaria on Foundation Phase learners and educators in Vhembe. Malaria is prevalent in three South African provinces, Kwazulu-Natal, Mpumalanga and Limpopo. The Limpopo province has the highest number of malaria cases. Malaria is transmitted by mosquitoes, in South Africa the An.merus and An. arabiensis, with the latter being the primary vectors. Continuous exposure to malaria infections will impact the academic performance of children. Especially in those communities where socio-economic issues, such as poverty, inadequate housing and unemployment exist, as well as weak public healthcare systems. This study was situated in an interpretive paradigm and a qualitative approach, using a case study, was followed. Data was collected by conducting interviews with principals and educators. The results indicated that principals and educators believed that parents were the most knowledgeable about malaria. There was consensus that the Department of Health promoted malaria awareness and the local clinic was the first point of contact for treatment. Schools were not involved in malaria education, except for accommodating annual healthcare visits. The empirical research findings provide evidence to show that teaching and learning continues at schools even when learners or educators are absent. Parents were responsible for the care of their children as well as for ‘catchup’ lessons. Collaboration between the Limpopo Department of Health, the Department of Basic Education officials, principals, educators, parents, and healthcare workers must be strengthened. Existing curriculum topics should be used to further advance malaria awareness. The lack of internet connectivity, efficient public transport and bad roads present a major challenge for the community in accessing healthcare services. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Master Of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2017 / There is universal concern with regard to learners’ low reading levels (Klapwijk & Pretorius, 2016). Reading is one of the fundamental skills that learners need to master in their early school years of formal schooling in South Africa. Educators are expected to lay a good foundation of reading skills for the learners at this phase so as to build a strong learning foundation (DoE, 2011). Poor or incorrect teaching methods during these years may have an adverse effect on a learners’ schooling career. Teaching reading is a complex process in the classroom as educators are faced with challenges, which may result negatively in the learner’s capacity to understand and comprehend. Literature indicates that a large number of learners who cannot read and understand the text are mostly in the foundation phase. Thus, it was vital for the researcher to embark on this study. The aim of the study was to explore the phenomenon of the challenges educators experience in teaching reading in the foundation phase in Clare Estate Durban. The objectives of the study were: to explore some of the challenges foundation phase educators experience in teaching reading skills to learners; to determine the approaches that are used by educators to teach reading and lastly to explore some of the strategies that can be used to improve learners’ reading skills. This study employed a qualitative research methodology; a case study research design was used to gain an in-depth understanding of educators’ experiences in the teaching of reading. Information was derived by the use of focus group interviews. The study sample comprised of thirteen foundation phase educators. The findings revealed that some of the challenges that educators faced in teaching reading skills to learners in the foundation phase were as follows: language barrier, large class size, lack of parental involvement and the use of phonic and look and say approaches, which do not necessarily benefit all learners in class. The study explores strategies that could be used to improve reading in the foundation phase as well as the findings and recommendations towards minimising the challenges faced by educators teaching reading in the foundation phase.

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018 / This study was carried out in the King Cetshwayo District of the Province of KwaZulu Natal, South Africa. Four schools offering Foundation Phase education were randomly selected for the study from the accessible population. Altogether, a total of three hundred and twenty-eight learners participated in the study from Nseleni, Richards Bay and eSikhaleni education circuits. This study aimed to contribute to our understanding of how Foundation Phase (Elementary School) learners conceptualised a healthy environment, and whether or not instruction based on the classical cognitive conflict conceptual change model would differ from an approach based on collateral learning theory in educating grade three learners about a healthy environment. Specifically, the study set out to answer three research questions, namely: (a) What conceptions do grade three learners have of the construct of a healthy environment? (b) What explanations lie behind the learners’ conceptions of a healthy environment? and (c) Will there be a statistically significant difference in learner achievement between those taught through a cognitive conflict-based conceptual change approach versus those taught through an instructional approach based on the collateral learning theory? The theoretical basis of this study was built upon literature which pointed to the imminent threat to Planet Earth, seen against the devastating effects of human actions in the name of civilisation. Accordingly, elements from the cognitive conflict-based perspective of conceptual change and the collateral learning theory were integrated with Vygotsky’s theory of the Zone of Proximal Development to consummate a conceptual framework for the study. In the view of the researcher, the conceptualisation and development of the conceptual framework of this study was one of her significant outputs. The research methodology was situated within the mixed methods research paradigm, meaning that both qualitative and quantitative data were collected. As a mixed methods research project, there were two designs applied. The first was a Case Study design, formulated to address the first two research questions, and utilising a test and interviews. The second research design was the Non-Equivalent Groups quasi-experimental research design, which was directed towards addressing the third research question. Simple random sampling was used to select the four participating schools from the education Circuits that participated in this study. Data were collected through individually-based and focus group interviews, as well as a pre-test, which also served as a post-test. The interviews were used to explore the grade three learners’ understanding of a healthy environment and elicit explanations about their answers in the hope of revealing the underlying reasoning for their answers concerning a healthy environment. Permission was requested and obtained to have all the interviews voice-recorded so that the interviewers could focus on the conversations with the learners rather than, for instance, on note-taking. The test was used to establish the baseline knowledge that the learners had about a healthy environment, as well as estimate their gains following the two interventions. The written test was administered in the usual way as class tests. Qualitative data arising from individual and focus group interviews were analysed based on the hermeneutical approach – the first stage of which involved reading through all the transcripts of the learner responses and creating categories of description to identify emerging themes. This entailed finding patterns from which the themes and conceptual categories were constructed. In a reiterative process, the recurring themes and conceptual categories were progressively reduced in number by combining conceptually similar ones, resulting in a consolidated, fewer numbers of categories of descriptions. Quantitative data were analysed statistically using the Statistical Product and Service Solutions (SPSS). The analysis involved a comparison of the means as a result of the two interventions. In this regard, both the Analysis of Variance (ANOVA) and the t-test statistic were used. On the first research question, the majority of the participants demonstrated a good understanding of the term ‘environment’ in line with the espoused content of the Foundation Phase curriculum. On the definition of pollution, two categories of description emerged – that is, a view of pollution as some form or other of ‘contamination’, and pollution characterised in terms of its consequences or negative effects on the environment, people, animals and plants. On the whole, the learners demonstrated an acceptable level of understanding of the concept of pollution. Furthermore, the results showed that the learners had a good grasp of the concepts of safe drinking water; unsafe drinking water; wasting water; using water wisely; land/soil, air, water and noise pollution, well as the 3R’s of recycling, re-using and reducing. However, some mis- and/or alternative conceptions were noted. Overall, the general picture that emerged was that the grade three learners’ understanding of a healthy environment was in line with the expectations of the school curriculum at the Foundation Phase level. On the second research question the learners appeared to experience difficulty with the notion of recycling. On pollution, there was sufficient evidence that the learners made the connections between the respective photographic materials used and water, land/soil, air, and noise pollution. In addition, most learners gave explanations concerning how these types of pollution affected living organisms which depended on the particular environment. Furthermore, the learners easily distinguished between safe and unsafe drinking water, and gave satisfactory explanations about the adverse effects of drinking polluted water. However, it should also be mentioned that a few misconceptions also emerged from some of their explanations. These included the notions that one could catch TB from drinking dirty water, and that drinking clean water resulted in someone having enough blood. From learner explanations, the concept of re-using was partially understood. Overall, however, it should be stated that the learners had a good idea of the selected environmental concepts as prescribed by the Foundation Phase curriculum. On the third research question, although some gains had been made by both groups, there was no statistically significant difference between the two posttest mean scores. However, using the pretest scores as baseline, the collateral learning group had performed statistically significantly beyond the pretest, suggesting that there was some merit in thinking that collateral learning could be a productive approach to use in South African schools. The posttest mean score of the cognitive conflict-based conceptual change group was not significantly different from the pre-test mean score. This result suggests that more research is still needed to give clarity to this matter. Within the constraints of the study, the researcher is satisfied that much was achieved, and that the results reported in this study will go a long way in serving as baseline data for future research. The thesis ends with some recommendations in respect of both classroom practice and further research.

Submitted in fulfilment of the requirements of the Masters in Education in the Department of Educational Planning and Administration in the Faculty of education at the University of Zululand, 2019. / The 1994 democratic government of South Africa brought greater responsibility and growth of school-based management in schools which impacted on the role and workload of school leaders. Principals of public foundation phase school teachers delegated greater responsibility to Heads of Departments who had to ensure that teachers are professionally developed. The assumption was that teachers should be supported and developed professionally to do their best work with learners, and, to be retained. Despite the belief that school-based Teacher Professional Development may have a positive impact, little is known about the challenges Heads of Departments’ of Tshivenda Language in a rural context face in managing teachers for them to promote quality teaching and learning. The aim of this study was to investigate the challenges that heads of departments face in managing the teaching of Tshivenda home language in rural primary schools of Dzindi circuit in Vhembe District. This study was positivist in nature following the quantitative research methodology. Self-administered questionnaires were used to collect data from 107 respondents from the 200 who were sampled through simple random sampling procedure. Several challenges that face the HODs were identified. These include the need to supervise teachers in the process of teaching to improve learning in schools. The study points to a strong need for workshops to fully capacitate HODs of Tshivenda in rural primary schools of Dzindi Circuit. However, the various management challenges that have emerged should be considered. Mentoring of Tshivenda Home Language teachers by HODs remains very crucial for the promotion of teaching and learning in rural primary schools of Dzindi Circuit. The study recommends a need for HODs to motivate teachers in their management process. / National Research Foundation of South Africa

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Early Childhood Development at the University of Zululand, South Africa, 2015 / South Africa’s performance in international benchmark tests is a major cause for concern for the country, raising questions about the effectiveness of the curriculum reform efforts and the literacy attainment levels of learners in the Foundation Phase. This study aims at exploring Foundation Phase learners’ attainment levels in IsiZulu Home Language due to their exposure to Grade R. In some rural areas, learners commence Grade 1 without going through the Reception Year class, even after the roll out plan of the universal access to Grade R that was in 2010. In such areas, Grade R is offered in school based and community based centres. The objectives of this study were: • To find out the nature of the relationship between prior learning and academic performance in IsiZulu in Grade 1 (entry point) and Grade 3 (exit point) as the result of exposure to Grade R.• To establish the extent to which learners have attained IsiZulu Home language literacy skills by the time they enter Grade 1. • To ascertain how teachers identify learners’ actual development level in IsiZulu literacy. • To determine espoused approaches to the teaching of literacy to learners who are at different levels of development in IsiZulu literacy. Using literacy as a conceptual framework and Vygotsky’s Theory of Social Constructivism as the underpinning of the study, literature was explored and the data was also analysed. Both qualitative and quantitative methods were used to generate data for this case study. In order to explore literacy attainment levels of learners in In order to explore literacy attainment levels of learners in Grade 1, purposive sampling was used. Four rural school educators and thirty four Grade 1 learners from three categories, that is, those learners who obtained Grade R from school based centres, community based centres and those who did not have any prior learning, were sampled for this study. Instruments such as class activities, observations, interviews and document analysis were used to collect data. The study revealed that high academic achievement in Grade 1 is based on learners’ exposure to grade R and that their literacy attainment levels differ as per the three categories. However, the gap in literacy development among learners from the three categories shrinks as they exit the Foundation Phase of study. The findings also reveal that educators lack proper skills of identifying learners’ zone of proximal development and also to teach in the zone of each learner. The study recommends proper training of educators in differentiation and also in establishing the baseline of learners in their mother tongue.

Dissertation submitted in accordance with the requirements for the Master’s Degree in Education in the Department of Foundation of Education, Faculty of Education at the University of Zululand, 2019. / This study investigated the effects of curriculum changes on Mathematics teaching and learning in foundation phase, in Sibasa circuit, in Limpopo province. The study made use of a qualitative approach by means of interviews. Purposive sampling was utilised to select participants for this study. Results show that: policy makers failed to involve different stakeholders before introducing the new curriculum, the department did not regularly convenes workshops, seminars, and conferences and even continued trainings for Mathematics teachers; there is lack of teacher learner support materials that makes changes in curriculum and affects teaching and learning in a negative way.

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Corrugated paper boxes are the predominant packaging and shipping material and account for the majority of packaging refuse by weight. Wooden pallets are equally predominant in shipping, transportation and warehousing logistics. The interaction between these two components is complex and unexplored leaving industry to compensate with outdated component specific safety factors. Providing a focused exploration of the box and pallet interaction will open the door for holistic design practices that will reduce cost, weight, damage, and safety incidents. This study was separated into four chapters exploring different aspects of the corrugated box to pallet interaction. The first chapter evaluates the support surface provided by a pallet consists of deckboards spaced perpendicular to the length of the pallet. The resulting gaps between deckboards reduce the support to the box. Gaps were limited to 55% of box sidewall length for practical reasons. The effect of gaps was significant and produced a nonlinear reduction in box strength. Small boxes were more susceptible to gaps than larger boxes. Moving the gap closer to the corner increased its effect while increasing the number of gaps did not increase the effect. A modification to the McKee equation was produced that was capable of predicting the loss in strength due to gaps. The equation is novel in that is modifies a widely used equation and is the first such equation capable of handling multiple box sizes. This study also has practical implications for packaging designers who must contend with pallet gap. Chapter 2 explores the relationship between deckboard deflection and box compression strength. Testing found that reducing the stiffness of the deckboard decreases the compression strength of the box by 26.4%. The location of the box relative to the stringer also had varying effects on the box strength. A combination of deckboard stiffness and gaps produced mixed with results with gaps reducing the effect of stiffness. It was observed that lower stiffness deckboards not only deflect but also twist during compression. The torsion is suspected to have a significant influence on compression but further exploration is needed. The third chapter tests the effect of box flap length on box compression strength under various support conditions. Variables included four flap lengths, gaps between deckboards, low stiffness deckboards, column stacking and misaligned stacking. The results show that the box flaps can be reduced by 25% with no significant effect of box strength under any support condition tested. Furthermore, the box flap can be reduced by 50% with less than 10% loss in compression strength under all scenarios. These results have significant sustainability implication as 25% and 50% reduction in box flap reduce material usage by approximately 12% and 24%, respectively. In the fourth and final chapter, the theory of beam-on-elastic foundation is applied to deckboard bending and corrugated boxes. In this model the corrugated box acts and the foundation and the deckboard is the beam. Rotational stiffness, load bridging, and foundation stiffness changes required the development of novel testing solution and model development. The model was capable of predicting the distribution of force along the length sidewall but was not capable of predicting the ultimate strength of the box. The model developed in the study will be applicable in determining potential weakness in the unit load in addition to optimizing those that are over designed. These four chapters represent a considerable contribution of applicable research to a field that relied on outdated safety factors over thirty years. These safety factors often lead to costly over design in an industry where corrugated box and pallets volumes make event the smallest improvements highly beneficial. Furthermore, this research has opened the door for significant additional research that will undoubtedly provided even greater economic and sustainability benefits. / Ph. D.

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