This study forms part of a broader research project that involves the investigation of the effect of a health promotion intervention (Win-LIFE) on a resource-constrained community's practices, needs and expectations related to food choice, preparation and production. As part of the Win-LIFE intervention, the South African Life Skills school curriculum was enriched, and the current study followed its implementation and focused on the experiences of 31 Grade 5 learners in a school in the Bronkhorstspruit area. For the purpose of this study I followed a qualitative methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, applying Participatory Reflection and Action (PRA) principles. Data were generated by means of PRA-based activities, supported by observations, and documented through field notes, audio-visual techniques and a reflective journal. Thematic inductive analysis was completed following data generation. Four themes with related sub-themes emerged. The first theme relates to the positive experience of experiential learning. The second theme concerns the role of a supportive facilitator. The third theme entails the positive outcomes of the learning process. The last theme relates to the challenges experienced by the learners. The findings of this study indicate a positive general experience of the enriched Life Skills curriculum by the Grade 5 learners, which led to benefits both proximally and distally in the various spheres in which the learners functioned. Learners demonstrated the ability to acquire knowledge and skills in a way they enjoyed, transferred these to their families, and their motivation to learn increased. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

Globally, the importance of teaching mathematics to young children has rapidly increased. The concepts of space and shape are one of the mathematical content areas of mathematics that young children should explore, and Grade R teachers ought to understand and implement. Numerous theorists, researchers and authors have provided valuable insights and research on why Grade R teachers should be effectively teaching the mathematical content of knowledge of space and shape in their classrooms. In South Africa, several influences and contributing factors make it a challenge for Grade R teachers to implement the mathematical content knowledge of space and shape. This study sought to gain an insight in how Grade R teachers understand and implement the mathematical content knowledge of space and shape. The conceptual framework was developed from existing theories and research literature. A constructivist approach was followed. The framework comprised six levels to explain how Grade R teachers’ mathematical and pedagogical knowledge develops. The framework assisted in formulating questions and methods for the data collection process. The collected data was organised, transcribed and analysed. The study employed a qualitative case study design to generate data from five Grade R teachers’ experiences, views, ideas, opinions and perceptions on teaching the mathematical concepts of space and shape. Data were collected from the five teachers through participant observations, semi-structured interviews, documents and keeping a journal. The data analyses and findings support the themes and subthemes to answer the research questions. The findings from the research revealed that teachers should implement various innovative teaching approaches to facilitate active participation, so that the children could make their own meaning and understanding of the mathematical content of space and shape. Age-appropriate content and materials that scaffolds on children’s prior knowledge were found to be important strategies for effective teaching and learning. Teachers and their schools have a responsibility to establish positive learning environments as well as positive learning experiences for the children. The teachers in the study raised their concerns about the Curriculum and Assessment Policy Statements as they felt that they lacked creativity and guidance. Various factors with a negative impact on teaching and learning were identified and recommendations were made for improvement. The study concludes that Grade R teachers would benefit from gaining an in-depth understanding of the effective implementation of the mathematical content knowledge of space and shape. / Dissertation (MEd)--University of Pretoria, 2018. / Early Childhood Education / MEd / Unrestricted

Mathematics Education / M. Ed. (Mathematics Education)