Thesis (BTech (Surface Design))--Cape Peninsula University of Technology, 2010 / This research is inspired by my own personal experience and views on Post Modem family life and the negative effects it can have on a growing individual. I have found Post Modem family life fractured and non-communicative. I then look at my own tactics of how I have personally dealt with the fractured state and how this can benefit children that are at the beginning fazes of their emotional, physical and mental development. Growing up communication and consistency in my family has always been lacking, due to my parents business trips and strange working hours. This made me detached socially as a child and left me to my own devices. My coping mechanism was to illustrate. Whenever I felt disconnected or alone from my family members I illustrated. While illustrating I formed a dialogue between me and the paper and suddenly I did not feel so alone. When reflecting on my life I realized that I do not want other children to resort to these lonely pastimes of placing their imagination on paper. I want to create a range of products where the emphasis is on how family should stick together and the products must form a natural platform for communication between child and parent. I also feel my products must stimulate the imagination which is linked to the right side of the brain that steers social and emotional development. Theorists that I will for my research is Maria Montessori, she was the creator and founder of Montessori Schools and teachings. She focussed on the holistic development of the child. Rudolf Steiner is the creator and founder of the Wahldorf Schule and teachings. He believed in developing children imagination. We live in the Post-Modem era and to solidify that I will look at Jean-Francois Lyotard's theories on Post Modem sociology. Vygotsky is a Child development psychologist who believed that children's social development happens by interacting with their parents. Roger Sperry is a Brain Dominance Theorist that believed that the right side of the brain is connected to social development and to stimulate the right side is by using your imagination.

Body composition changes drastically in both males and females during the adolescent years. The changes may have a negative effect on their physical health as well as psychological well-being, with respect to attributes such as self-efficacy. Being either overweight or obese during adolescence has social, economic and psychological consequences, which include low self-efficacy. However, very few international studies and not a single South African study could be found which measured the relationship of anthropometric body composition components, general self-efficacy levels and actual measured body size among adolescents, particularly among rural adolescents. Consequently, the aim of this study was to investigate the relationship between anthropometric body composition components and self efficacy, by conducting a comparison of self-efficacy levels among normal, overweight and obese 12 to 14-year-old rural adolescents in the Eastern Cape Province of South Africa. The sample consisted of boys (n=49) and girls (n=43) between the ages of 12 and 14 years. The body composition components were body weight, stature, body mass index, sum of 3 skinfolds, percentage body fat and hip-to-waist ratio. The sample was also classified into normal, overweight and obese groups, according to body mass index. A self-administered Self-Efficacy Questionnaire for Children (SEQ-C) which was developed by Muris (2001) was used to measure general self-efficacy. Data were analyzed by means of descriptive statistics, the Pearson correlation matrix and Cohen's effect size for significance (Cohen, 1992) and a Mann-Whitney U Test was used to determine statistical differences. Significance was set at p<0.05. Only 17 percent of the participants in the research sample were found to be overweight or obese. Only emotional self-efficacy showed significant (p=0.02) differences between the participants who were classified as having normal weights and the group which comprised the overweight and the obese groups. Overweight and obese boys and girls still had very high levels of self-efficacy, although their body mass index scores were high. Boys scored higher in social self-efficacy and girls in academic self-efficacy. Only girls presented significantly high correlations between body mass index and emotional self-efficacy (r=0.33, p=0.02), total self-efficacy and hip-to-waist ratio (r=0.44, p=0.00), social self-efficacy and hip-towaist ratio (r=0.39, p=0.01) and emotional self-efficacy and hip-to-waist ratio (r=0.33, p=0.02), while boys presented them only with respect to body weight (r=0.31, p=0.02) and stature (r=0.39, p=0.00). The results suggest that a positive relationship exists between body composition, in terms of hip-to-waist ratio, weight and stature, and self-efficacy among South African rural adolescents. However, girls presented significantly strong and positive correlations between hip-to-waist ratio and self-efficacy, whereas boys presented significant, strong and positive correlations between body weight, stature and self-efficacy. Only emotional self-efficacy showed significant differences between normal weight and overweight or obese South African rural adolescents. It seems likely that cultural beliefs may exert an influence on the psychosocial perceptions of adolescents in relation to body size, consequently affecting self efficacy levels.

Given the focus on cognitive-developmental trends in how children understand rich and poor, many researchers have developed a concern that research has ignored the influences of children's contexts. For this reason this study aimed to build on previous research (particularly that by Leahy, 1981, and by Bonn et al.,1999) by combining the cognitive-developmental model with the need to recognize contextual influences inherent in children's understandings of social constructs, while relating this to a theoretical framework which can provide a more thorough picture of the way in which children understand rich and poor. This was done using a qualitative interpretive design. Specifically this involved a combination of focus groups and drawing activities with a group of 20 South African children from a local government, former model C, primary school located in a relatively lower socioeconomic area in Pietermaritzburg, in which their perspectives and understandings of socioeconomic status were explored. In applying the sociocultural approach in data analysis, Rogoff's (1995, 1998) notion of the sociocultural three planes of analysis were used to examine how the children's accounts reflect the personal, interpersonal, and contextual factors. Within each of these planes, the principles and methods of a sociocultural discourse analysis using interpretive repertoires was applied, with a focus on the respective level. Results revealed that while the trends in the children's ideas were consistent with Leahy's (1981) cognitive developmental trends, the particular ideas expressed by the children were embedded and predominantly informed by the social and cultural context of the interpersonal group, their everyday lives, and South African society. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

Thesis(MPH.) -- University of Limpopo, 2020 / Background: The National Norms and Standards are aimed at providing regulatory minimum norms and standards to guide early childhood development centres in the provision of a range of services. It is therefore important for early childhood development centres to comply to regulations and failing that the health and safety of children is compromised. It has been observed by the researcher that compliance among early childhood development early childhood development in the Mankweng area is a challenge, and therefore an investigation on the general compliance was necessary. Objectives: The objectives of the study were to explore and describe compliance to National Norms and Standards among early childhood development centres’ in Mankweng area, Limpopo Province. Methods: The study used a qualitative approach and applied a phenomenological research design. Both observation and semi-structured interviews methods of data collection were used respectively. Purposive and Convenience sampling methods were used to select the study participants and all of them were workers employed in the selected early childhood development centres in Mankweng. Participants included both male and female workers, and the sample size of 16 was determined by data saturation. Data was analysed using the Teschs’ eight steps of data analysis. Results: It was established that there are existing personal hygiene and environmental practices challenges at different early childhood development centres. The study further discovered that there was inadequate provision of classrooms and deprivation of child developmental activities as well as challenges regarding the quality of classrooms and settings. Conclusion: The findings revealed that the early childhood development centres did not meet the physical requirements suggested in the norms and standards. These include the visible and tangible aspects toys for both indoor and outdoor use; the human resources capacity and the investments in capacity development of staff; the type of infrastructure; and the activity-based learning and stimulation for children. Furthermore, crèches play a very important role in child care and protection consequently regulatory provisions should be fully enforced including compliance amongst these centres in Mankweng and in South Africa respectively.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study is guided by the question: what is done to sustain early childhood development (ECD) in South Africa? The research is conducted in is selected rural areas in Namaqualand and the Karoo. A selection of ECD centres is taken as the study material. In depth interviews and workshops were conducted with various role-players connected to ECD to provide case material for analysis. Apart from the findings of this research the study concludes with a number of recommendations of how to address questions of sustainability, self-reliance and development of these centres and the communities they are located in. The study is contextualised within the situation of wide-spread and ingrained poverty amongst the communities living in rural areas in South Africa. The study pleas for explicit educational policy reforms, a stronger role to be played by government institutions on all levels and by community institutions such as churches, the empowerment of . women and the organisational reform of ECD centres. The overall theme is that the education of young people is paramount to the development of communities. The self-reliance of the centres is primarily depended on the sustainability of community life as a network of social and economic relations. The first chapter introduces the research problem, the reasons why this study is deemed necessary and a framework of the research process. It includes a description of the context and methodology of the study. The second chapter outlines the concepts of self-reliance, development and sustainability from the point of view of the progressive and participatory paradigms, the basic requirements for sustainable development, such as lifelong learning for all people and the interdependencies that enhances progress and development. Chapter three is devoted to Early Childhood Development (ECD). A historical overview and the current status of ECD, including government policy, in South Africa is presented. The gaps existing between the different echelons that are directly or indirectly involved in ECD are identified. The fourth chapter deals with ECD sites. Their objectives and the benefits for ECD education as well as care-taking strategies are described and researched. The multidimensional purposes and tasks with respect to children and parents as well as the community are especially highlighted. Chapter five develops the integrating function of ECD sites within community further. The focus is on the various interdependencies and relationships between an ECD site and its environment. The role of parents, women and their ties with ECD and local churches, especially within rural communities, is analysed. Also, the wider community, the different organisations that has relationships with ECD, the practical utility of networks, and the contribution of government structures are dealt with. Chapter six outlines the conditions that will enhance and enable an ECD site to become more sustainable and self-reliant. Finally, chapter seven proposes conclusions and recommendationsflowing from this study. The most basic condition is education and learning. The idea of a culture of lifelong learning for all is stressed and it is proposed that this should start at the youngest possible age. ECDs should therefore have a strong impact on learning. The main contributors to this process are women, local churches, the different tiers of government and lastly, funding organisations. / AFRIKAANSE OPSOMMING: Hierdie studie word gelei deur die vraag: wat word gedoen om die volhoubaarheid van vroeë kinderontwikkeling (ECD) in Suid-Afrika te verseker? Die navorsing is in geselekteerde landelike gebiede van Namakwaland en die Karoo uitgevoer. 'n Seleksie van ECD sentrums is as studiemateriaal gebruik. In diepte onderhoude en werkswinkels is onderneem met verskeie rolspelers in ECD om toepaslike gegewens vir ontleding te verskaf. Afgesien van die bevindinge van die ondersoek wat beskryf word, kom die studie tot gevolgtrekkings en aanbevelings oor hoe om die volhoubaarheid, selfvoorsiening en ontwikkeling van hierdie sentrums en die gemeenskappe waarin hulle gevestig is, te verseker. Die ondersoek is gekontekstualiseer binne die situasie van wydverspreide en ingegroeide armoede in die gemeenskappe van landelike gebiede in Suid-Afrika. Dit lewer 'n pleidooi vir uitdruklike opvoedkundige beleidshervormnings, 'n sterker rol deur regeringsinstansies op alle vlakke en deur gemeenskapsinstellings soos kerke, die bemagtiging van vroue en die organisatoriese hervorming van ECD sentrums. Die algehele tema is dat die opvoeding van jong mense allesoorheersend is in die ontwikkeling van gemeenskappe. Die selfvoorsiening van hierdie sentrums is primêr afhanklik van die volhoubaarheid van die gemeenskapslewe as 'n netwerk van sosiale en ekonomiese verhoudings. Die eerste hoofstuk stel die navorsingsprobleem, die redes waarom die ondersoek as noodsaaklik beskou word en 'n raamwerk vir die navorsingsproses bekend. Dit sluit in 'n beskrywing van die konteks en metodologie van die studie. Die tweede hoofstuk bied 'n uiteensetting van die begrippe selfvoorsiening, ontwikkeling en volhoubaarheid. Dit word gedoen vanuit die oogpunt van progressiewe en deelnemende paradigmas. Verder word die basiese vereistes vir volhoubare ontwikkeling, soos lewenslange leer vir alle mense en die interafhanklikhede wat vooruitgang en ontwikkeling sal verhoog, aangedui. Hoofstuk drie is gewy aan vroeë kinderontwikkeling (ECD). 'n Historiese oorsig en die huidige stand van ECD, insluitende die owerheidsbeleid, in Suid-Afrika word aangebied. Die gapings tussen die verskillende vlakke wat direk of indirek betrokke is by ECDword uitgewys. Die vierde hoofstuk handeloor ECD sentrums. Hulle doelstellings en die voordele vir ECD opvoeding sowel as sorg strategieë word beskryf en nagevors. Die multidimensionele oogmerke en take met verwysing na kinders en ouers asook die gemeenskap word veral beklemtoon. Hoofstuk vyf ontwikkel die integreringsfunksie van ECD verder. Die fokus is die verskeie interafhanklikhede en verhoudings tussen 'n ECD sentrum en sy omgewing. Die rol van ouers, vroue en hulle bande met ECD en plaaslike kerke, veral in landelike gemeenskappe, word ontleed. Verder word ook gekyk na die wyer gemeenskap, die verskillende organisasies wat in verhouding staan met ECD, die praktiese waarde van netwerke en die bydrae van die owerheid. Hoofstuk ses gee 'n oorsig van die voorwaardes wat 'n ECD sentrum se volhoubaarheid en selfvoorsiening sal verhoog en bemagtig. Ten slotte stel hoofstuk sewe gevolgtrekkings en aanbevelings wat uit die studie spruit, voor. Die mees basies voorwaarde is opvoeding en leer. Die idee van 'n kultuur van lewenslange leer vir almal word beklemtoon en dit word voorgestel dat dit op die vroegs moontlike ouderdom 'n aanvang neem. ECDs behoort daarom 'n sterk impak op leer te hê. Die hoof bydraers hiertoe is vroue, plaaslike kerke, die verskillende vlakke van regering, en ten slotte befondsingsorganisasies.

In the dearth of literature regarding domestic workers in general, there is a notable absence of the relationships formed between domestic workers and their employers’ children. Nine young white adults who self-identified themselves as having a close relationship with their families’ domestic workers for a minimum of ten years, were interviewed on the nature of this closeness and what it means in the context of the family and in South Africa. These participants shared the significance of their domestic workers in their lives, highlighting their integration into the family structure. These women often filled in for absent parents or mediated conflicted parent-child interactions, serving as a unique support system for the participants. However, contradictory evidence was also apparent as the boundaries between domestic workers and the participants’ families were described. Issues of race and social difference were cloaked in a silence perceived to be an aspect of concealing the uncomfortable elements of whiteness and the implicit understandings of the institution of domestic work. When these matters were addressed, the interviewees were often ambivalent about their own role in maintaining this norm. Exploring the less than perfect parts of the relationship with these caregivers seemed to threaten the very foundations of the relationship. The findings in this report support the argument that having multiple caregivers is optimal for children’s development but when the third caregiver is a black domestic worker the benefits of this arrangement are complicated by racial, social and class constructions. Moreover, constructions of the ideal Western family create friction in allowing a non-relative to be fully integrated into the family.

The experiences of twenty fathers were explored to understand the involvement in the social development of children under six years. The main research question that guided the study was: what are fathers’ experiences with involvement in the social development of their children under the age of six years and what implications do these have for early childhood development? A social capital perspective was followed. The qualitative data was collected through the use of semi-structured interviews. The data was then analysed qualitatively. Results show that although most of the respondents could not give a definition of the concept of social development, they, however, understood the importance of parents playing a role in the development of a child. Fathers understood their role as supportive, nurturing and being there for their children. Fathers also understood their basic role as being the provider and protector. They also perceived their role as being authoritative and see themselves as the main disciplinarians. Results reveal that most schools do not offer programs specifically designed to encourage fathers to participate. Most importantly, results indicate that fathers’ interest in a variety of sporting activities, information sharing and talking about challenges both the schools as well as fathers face, are some of the ways fathers would like to be involved. Findings also indicate that although fathers acknowledged the role of the Department of Basic Education (DoBE) as mainly that of financial contributor in order to facilitate the skills development as well as that of information dissemination. However, fathers who took part in the study did not understand how the DoBE skills development agenda is envisaged for fathers. Notwithstanding, the respondents were quite clear that a father has an influential role to play in their children’s development. It also emerged that the greater the involvement, the more positive the influence on the child’s development. This study concludes that the presence of fathers in children’s lives is known to contribute significantly to their chances of experiencing positive developmental outcomes. Although the father-child relationship’s influences on children’s social competence have received increased attention in general, research on fathers’ understanding of their roles, involvement with their children as well as challenges confronting them with their involvement is scant. Based this the above, a number of recommendations have been made.

Both children and adults share a common, culturally distinct view of what it means to be male or female. These gender stereotypes are pervasive in society and daily social interactions, and influence all aspects of gender development (Golombok & Fivush, 1994). The inherent physical differences of boys and girls may have triggered the speculation and accompanying myths surrounding the existence of gender differences in childhood development. Many people believe that boys and girls follow a different developmental path that lead to gender differences in intellectual ability. An up-to-date and integrative review of theory and research on gender indicates two opposing perspectives on the topic, with substantial information supporting each view. However, this is the first study to examine and compare a sample of South African pre-school boys and girls from a truly holistic developmental perspective on the recently released Griffiths Mental Development Scales-Extended Revised (GMDS-ER). Developmental theorists have emphasized the profound impact early childhood development has on subsequent development, as it shapes the course of an individual’s life. Contemporary cognitive developmental theories, such as Demetriou’s (2000; 2004) developmental model of cognitive development, advance that child development does not progress in a fixed and predictable manner. Instead, Demetriou proposes that development occurs in a wave-like fashion, where the processes and functions of the various levels of the mind may be at differing points in their cycle of development. When one function progresses to a higher level, it unlocks the possibility for another function to advance to a different point in its cycle (Demetriou et al., 2002). As the significance of understanding the process of early childhood development more fully increases, so does the need to establish with more confidence the value and role of developmental assessment in the early identification of problems. The overall purpose of this study was to generate comparative information regarding the general development of a sample of 5- and 6-year-old South African pre-school boys and girls. Specifically, the study aimed to explore and describe the developmental profiles of pre-school boys and girls within the abovementioned age group with respect to their overall performance on the GMDS-ER as well as their performance on the six Subscales. Then, the mean General Quotients (GQ) and developmental profiles of the pre-school boys and girls obtained on the GMDS-ER were compared. An exploratory-descriptive quantitative research method was used. The sample (N = 64) was selected through a combination of non-probability, purposive and convenience xiii sampling. Within this framework, a between-subjects design in which matching was used to control extraneous variables, was employed. Data was analysed using descriptive statistics and independent sample t-tests to compare the GQs of the gender groups. A Hotellings T2 was used to compare the Subscale profiles. No significant gender differences were found when comparing the overall developmental and Subscale profiles of the boys and girls on the GMDS-ER. However, certain interesting trends did emerge from a review of the findings when compared to the literature review and previous studies. The information generated from this study has contributed to our knowledge base of the performance of South African children on the recently released GMDS-ER.

Visual perception plays a fundamental role in a prospective learner’s ability to learn to read and spell; as well as in the accomplishment of written and numeracy tasks. Aspects of visual perception are facilitating functions and skills which a learner requires for acquiring basic literacy and numeracy proficiency. Yet, despite this importance, there exists no test that is standardised for the South African Foundation Phase population which adequately measures distinct visual perceptual aspects of individual learners. The study was undertaken in an attempt to alleviate the dilemma of the South African Foundation Phase learners who tend to experience visual perceptual challenges that hamper their level of academic learning, performance and competency. Firstly, the literature study explored the construct of visual perception and focussed on the relationship between vision, visual perception and academic learning, performance and competency. Secondly, in order to adequately measure the South African Foundation Phase population’s visual perceptual level of proficiency a new test was developed. Based on the literature study and the empirical investigation recommendations to educational psychologists, teachers, parents and learners have been made. / Educational Studies / M.Ed. (Guidance and Counselling)

Thesis (MSocialWork)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Parent education programmes have been identified as intervention strategies which address numerous social problems in South Africa. This study aimed to highlight the importance of empowering parents through knowledge and skill development in order to positively invest in the future generations of South Africa. Early childhood development is a field which has emerged on the agenda of the helping professions, such as social work, psychology and education. The development of parent education programmes is an example of advancement in this field. The topic of parent education is noteworthy in light of the growing need to empower parents to raise well-developed children. The development of effective parent education programmes is beneficial to both the parents and practitioners. However, practitioners are seldom given the opportunity to reflect on their own professional experiences of delivering these programmes. Therefore, there is a need to investigate and analyse these experiences to potentially improve programme delivery. Consequently, the aim of this study was to gain a better understanding of practitioners’ experiences of facilitating programmes aimed towards early childhood development by utilising social learning and cognitive behavioural approaches. A combination of a quantitative and qualitative research approach was used in this study. Exploratory and descriptive research designs were implemented in order to describe the social phenomenon of parent education programmes for early childhood development. Practitioners delivering parent education programmes in the Cape Metropole in South Africa were selected to participate in the study. Data was collected during individually administered interviews by means of a semi-structured questionnaire. Practitioners were given the opportunity to share their reflections (which are qualitative in nature) on their experiences of facilitating programmes aimed at early child development. The main findings of this study indicated that there is a need for practitioners to be adequately trained to deliver programmes which are engaging and relevant to the needs of parents. Group-based and community programmes were found to be effective platforms for this intervention. The nature and components of parent education programmes, as outlined in the literature, provide clear guidelines for organisations and practitioners wishing to deliver such programmes and it is recommended that they be incorporated into facilitators’ training sessions. Furthermore, the findings of this study are significant for practitioners facilitating parent education programmes as they confirmed that the effectiveness of the implementation of such programmes are linked to the delivery by and experiences of practitioners. An effort should therefore be made to enhance these experiences by endorsing the use of best practice methods for programme delivery. South Africa has recently begun to explore the innovative avenue of parent education through group-based parenting programmes. The enhancement of parents’ capabilities through these programmes are seen as an asset for promoting social development and advancing legislation on childhood development. The conclusions drawn in this study indicate a need for further research into the topic of parent education programmes in South Africa. Consequently, recommendations are provided for further research that would complement this study and elaborate on its findings. / AFRIKAANSE OPSOMMING: Oueropleidingsprogramme word beskou as ʼn intervensiestrategie wat talryke maatskaplike probleme in Suid-Afrika aanspreek. Hierdie studie het dit ten doel gestel om te wys hoe belangrik dit is om ouers te bemagtig deur die ontwikkeling van hul kennis en vaardighede om so ʼn positiewe bydrae tot die toekomstige generasies van Suid-Afrikaners te maak. Vroeë kinderontwikkeling is ʼn veld waaraan daar toenemend aandag geskenk word in die hulpverleningsprofessies, byvoorbeeld maatskaplike werk, die sielkunde en die onderwys. ʼn Voorbeeld van vordering wat al op hierdie gebied gemaak is, is die ontwikkeling van oueropleidingsprogramme. Hierdie programme is van belang om die toenemende behoefte daaraan om ouers te bemagtig om goed ontwikkelde kinders groot te maak, aan te spreek. Die ontwikkeling van effektiewe oueropleidingsprogramme is voordelig vir sowel ouers as praktisyns. Praktisyns word egter selde die geleentheid gegun om te reflekteer op hul eie professionele ervaring as fasiliteerders van sodanige programme. Daarom is daar ʼn behoefte daaraan om hierdie ervarings te ondersoek en te analiseer om die lewering van hierdie programme moontlik te verbeter. Na aanleiding van hierdie behoefte, was die doel van hierdie studie om ʼn beter begrip te vorm van die praktisyns se ervaring van die fasilitering van programme vir vroeë kinderontwikkeling deur van die sosiale leer- en kognitiewe gedragsbenaderings gebruik te maak. ʼn Kombinasie van kwantitatiewe en kwalitatiewe navorsingsbenaderings is in hierdie studie gevolg. ʼn Verkennende en beskrywende navorsingsontwerp is toegepas om die sosiale fenomeen van oueropleidingsprogramme vir vroeë kinderontwikkeling te beskryf. Praktisyns van oueropleidingsprogramme wat in die Kaapse Metropool in Suid-Afrika aangebied word, is gekies om aan die studie deel te neem. Data is ingesamel tydens individuele onderhoude deur middel van semi gestruktureerde vraelyste. Praktisyns is die geleentheid gebied om te reflekteer (ʼn kwalitatiewe benadering) op hulle ervaring van die fasilitering van programme wat gerig is op vroeë kinderontwikkeling. Die hoofbevindinge van hierdie studie dui op ʼn behoefte vir praktisyns om doeltreffend opgelei te word om programme aan te bied wat aantreklik en relevant is vir ouers om hulle behoeftes aan te spreek. Daar is bevind dat groepsgebaseerde en gemeenskapsprogramme effektiewe platforms vir hierdie intervensie is. Die aard en komponente van oueropleidingsprogramme, soos uiteengesit in die literatuur, bied duidelike riglyne vir organisasies en praktisyns wat sodanige programme wil aanbied en daar word aanbeveel dat dit in opleidingsessies vir fasiliteerders inkorporeer word. Die bevindinge van hierdie studie is verder van belang vir fasiliteerders van oueropleidingsprogramme aangesien dit bevestig dat die geslaagdheid van die programme gekoppel is aan praktisyns se lewering en ervaring daarvan. ʼn Poging moet dus aangewend word om hierdie ervaring te verbeter deur praktisyns aan te moedig om die “beste praktyk”-metodes te gebruik wanneer hulle programme aanbied. Suid-Afrika het onlangs ʼn innoverende benadering tot oueropleiding begin volg, naamlik om sodanige programme in groepsverband aan te bied. Die verbetering van ouers se bekwaamheid deur middel van hierdie programme word beskou as ʼn manier om vooruitgang in maatskaplike ontwikkeling te bewerkstellig en wetgewing oor kinderontwikkeling te bevorder. Die gevolgtrekkings waartoe daar in hierdie studie gekom word, dui aan dat daar ʼn behoefte vir verdere navorsing oor oueropleidingsprogramme in Suid-Afrika bestaan. Gevolglik word daar ter afsluiting aanbevelings gemaak ten opsigte van verdere navorsingsgeleenthede wat hierdie studie kan aanvul en op sy bevindinge kan uitbrei.