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Die belewing van sosiale ondersteuningsisteme deur vyfjarige kleuters uit histories benadeelde gemeenskappeHeese, Margarete 03 1900 (has links)
Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Preshool children from historically disadvantaged communities are often not stimulated
or supported in their early childhood development. Therefore these children are often not
school ready for formal education.
In previous studies it is reported that the mother has an important role to play in the
preschool development of her child. In a community where parents are struggling to
survive, the question is if those parents are in a position to support their children. The
purpose of this study is to ascertain how the preschool child perceives his social support
systems.
In a qualitative research design five year old children from a disadvantaged community
on the West Coast took part in the study. Out of the study it appears that the preschool
child visualizes one of their parents and in some cases a grandparent as their most
important support system. The facts however are that the parents in this community due
to a shortage of time, education and knowledge of how to stimulate their children, do not
playa supporting role in their early childhood development.
To support preschool children in this situation the parents as well as any other people
involved should be made aware of their responsibilities in this regard. They should be
equipped with the knowledge and competencies to enable them to support their preschool
children. It is important that intervention strategies are directed not only at the parents but
to all in whom the preschool children place their trust / AFRIKAANSE OPSOMMING: Kleuters uit histories benadeelde gemeenskappe word dikwels nie genoeg in hul vroeë
kinderontwikkeling gestimuleer en ondersteun nie. Dit het tot gevolg dat hierdie kinders
nie gereed is vir die formele onderrigsituasie wanneer hulle moet skool toe gaan nie.
Uit die literatuur het geblyk dat die ouer, veral die moeder 'n groot verantwoordelikheid
het ten opsigte van haar kind se voorskoolse ontwikkeling. In 'n gemeenskap waar ouers
in 'n stryd om oorlewing gewikkel is, ontstaan die vraag egter of die ouers in staat is om
'n ondersteuningsrol te vervul. Die doel van hierdie ondersoek is om vas te stel hoe die
kleuter sy sosiale ondersteuningsisteme ervaar.
In 'n kwalitatiewe navorsingsontwerp het vyfjarige kleuters uit 'n histories benadeelde
gemeenskap aan die Weskus aan die ondersoek deelgeneem. Uit die ondersoek het
geblyk dat die kleuters een van hulouers of in enkele gevalle 'n ouma as hul vernaamste
ondersteuningsisteem visualiseer. Die feit is egter dat die ouers uit hierdie gemeenskap
weens 'n tekort aan tyd, opvoeding en die kennis om hul kleuters te stimuleer nie werklik
'n ondersteuningsrol speel in hul kleuters se vroeë kinderontwikkeling nie.
Om kleuters in hierdie situasie te ondersteun moet hulouers, maar ook enige ander
persone wat betrokke is by die kleuter se ontwikkeling, bewus gemaak word van hul
verantwoordelikheid en ook toegerus word met die kennis en vaardighede om dit te kan
doen. Dit is belangrik dat intervensiestrategieë nie net op die ouer sal fokus nie, maar op
alle ander persone in wie die kleuter vertroue het.
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The development of a visual perception test for learners in the foundation phaseClutten, Sylvia Catherine 02 1900 (has links)
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)
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Reflective accounts of childhood inter-species experiences in a Southern-African context: a phenomenological-hermeneutic explorationRump, Samantha January 2008 (has links)
The aims of this research were to describe in rich phenomenological detail the recollected childhood experiences described by three South African adults of growing up with animals in the context of a traditionally African cultural perspective in South Africa; as well as to document the emotional, physical and social effects of inter-species relationships as described by these participants, in order to explore and situate these experiences in relation to broad international perspectives on the contribution of animals to human development. The question of how these described experiences correlate with broad international perspectives on the contribution of animals to human development comprised the hermeneutic of the study. Here it was found that the experiences of these South African individuals were generally in keeping with the trends found in the literature. Participants attributed to their childhood relationships with animals a variety of benefits. These benefits occur on a range of levels, from the physical to the cognitive, and the psychosocial. The emotional attachment of the participants to animals with whom they had interacted in childhood correlated with the nature of interspecies relationships as anticipated by the literature. Cultural differences in the conceptualisation of inter-species relationships, between western and traditionally African ideologies, appeared to influence the moral and ethical positions assumed by the participants, while the subjective nature of the described attachment between participants and animals remains qualitatively similar across cultures, when explored in relation to international research. The similarities between the experiences of the participants and international research findings lend credence to Wilson’s hypothesis that all human beings are potentially able to connect in deep and profound ways with their natural environment, and that this connection contributes to the development of social and cognitive skills, as well as constituting emotional support and stability. The research concludes with an examination of its own limitations and suggestions are made for further research.
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The influences of a gross motor development programme on the lives of rural marginalised multi-grade primary school learnersJoubert, George Frederick January 2017 (has links)
Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017. / This study investigates the impact of a Gross Motor Development (GMD) programme
on the lives of learners in marginalized multi-grade environments in rural areas of the
Western Cape. Numerous studies globally suggest that gross motor development
programmes bring stability, positive motivational changes and structure in learners’
lives constrained by challenging socio-economic environments (Portela, 2007, &
Lopes et al., 2013).
A transformative research paradigm was employed in order to address the research
questions posed by this study. A purposive sampling technique was used to collect
data from three schools, one in each of three Western Cape rural educational
districts that border the Cape Metro; West Coast/Hopefield, Cape
Winelands/Wellington and Overberg/Grabouw. In all three schools the Centre for
Multi-grade Education had an academic research/training and support partnership.
Within a trans-current mixed method design, qualitative data are used to substantiate
and augment phenomena exposed by the quantitative data. The data in the
qualitative phase of this study are collected using observations, reflective journals
and journal notes.
The research investigated the influence of an 18-month gross motor development
programme on learners’ lives in three multi-grade schools in the Western Cape of
South Africa. A sample of 50 (N=30 males and N=20 females), grade 4-6 multi-grade
learners participated in the study. The gross motor skills were assessed using Project
4 – IMAD+ Test Battery, previously developed by the Cape Peninsula University of
Technology, Centre for Multi-grade Education. The test battery consisted of a series
of physical exercises designed to assess gross motor proficiency. The scholastic
achievement of learners was understood from the Annual National Assessment
scores (ANA) of 2013.The data revealed that a total gross motor ability percentage
score change occurred in the sample 50 (N=30 males and N=20 females) from 32.12
% to 56.82 %, indicating a significant overall gross motor improvement of 24.7 % in
an 18 month period. Improved self-esteem, positive attitudinal and motivational changes and increases in
class attendance occurred among the learners. This improvement aligns itself with
research that indicates that the development and improvement of motor skills through
physical activity are related to positive development of self-esteem among learners
(Corbin, 2002:128-145).
This study contributes to the growing body of knowledge on education at rural,
marginalized schools, and suggests that providing learners with the opportunity to
participate in a structured programme is likely to improve motivation which will
contribute toward positive scholastic achievement. It is recommended that policymakers
should encourage and implement structured gross motor skills development
programmes at school. Further research on the influence of GMD provincially and
nationally should be encouraged.
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Relationship between socio-economic status and infant growth in Dzimauli Village, Limpopo Province, South AfricaGbadamosi, Mojeed Akorede 09 1900 (has links)
MPH / Department of Public Health / See the attached abstract below
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Towards the development of an integrated strategy to address impediments on Early Childhood Development programme (ECD) : a social work perspectiveBaloyi, Temba Victor January 2019 (has links)
Thesis (Ph.D. (Social Work)) -- University of Limpopo, 2021 / The purpose of this study was to explore and describe the impediments of the ECD programme with the intention to develop an integrated strategy. The study was qualitative. The study used applied research. Within the context of applied research, exploratory-descriptive a" multiple-case study research design was utilized to accomplish the goal of the study." In this study, the researcher" utilized two sets of the population to participate in the study. The study used "non-probability sampling and, specifically, purposive sampling. The criteria to select the participants were used. The participants included in the study were, Early "Childhood development Practitioners and social workers coordinating the ECD programme in Vhembe District Municipality. The focus group interviews and one-to-one individual interviews (structured one-toone interview) was used to collect data from the participants. Data were analysed using thematic analysis. The study findings revealed that ECD centres have different types of impediments that affect the smooth-running of the ECD programme. The following are issues that impede the proper implementation of the ECD programme in Vhembe District Municipalities: infrastructure (e.g. no running water, no electricity and no proper building), poor financial support from the government, lack of resources within the centre, lack of community support and inadequate financial support by local businesses. The findings reveal that other ECD centres were established without basic training by the government. The study found that ECD centres admit children that exceed the expected number. Secondly, the ECD practitioner-child ratio was not considered. The study revealed that ECD practitioners from all municipalities showed different perceptions and attitudes towards services that are rendered, which is also based on the treatment that they get from social workers and the poor support received from the parents of the children. The study also found that ECD centres are being monitored by three different offices, the district office; NPO, and the local social worker. An ECD integrated strategy was developed to address the impediments that impact the proper implementation of the ECD programme. / National Institute for the Humanities and Social Sciences (NIHSS)
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Creativity as a crucial process in the development of the young childVan Jaarsveldt, Nicolene 06 1900 (has links)
This study was conducted in order to assess the effects of creative stimulation in early childhood. The quantitative quasi-experimental study was set out to test a target group of 8 children in grade R, ranging in age from five to six years, to determine the importance of stimulation and intervention of creativity from a young age. A pre-test, evaluated the initial level of each child’s creative skills in fluency, flexibility and originality. This was followed by selecting one class as the experimental group and another class, from the same demographical location, as the control group. The experimental group underwent a six-week intervention programme which focused on the primary concepts in each area of fluency, flexibility and originality. Both groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children was significant and that there was a great difference in the abilities and understanding of concepts in those children whohad been stimulated. / Teacher Education / M. Ed. (Psychology of Education)
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Trends in relation to the involvement of biological family in the lives of children in long-term residential care.Goba, Fairhope Dumile. January 2009 (has links)
There are many challenges that face children in residential care. Among those challenges is the little or no interaction between the children in residential care and their biological family. This study investigated if biological family involvement in the lives of children in residential care had any effect on the children's development while they were in care. The study was a comparison between children with biological family involvement and children without any biological family involvement. The comparison focused on two main variables, namely, academic performance and behaviour characteristics. This was qualitative, multiple case study research where triangulation was used as a tool for collecting information. Ten children participated in this study i.e. five children with biological family involvement and five children without any biological family involvement. Data used in this study was collected from children, their housemothers and from children's files. Findings from this research indicated that there was a difference between children with biological family involvement and children without such family involvement in terms of academic performance and behaviour characteristics. Children with biological family involvement performed better academically and displayed fewer negative behaviour characteristic than children without biological family involvement. Findings also suggested there was a need for further research on this topic in order to find ways to assist children in residential care to develop optimally. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.
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Creativity as a crucial process in the development of the young childVan Jaarsveldt, Nicolene 06 1900 (has links)
This study was conducted in order to assess the effects of creative stimulation in early childhood. The quantitative quasi-experimental study was set out to test a target group of 8 children in grade R, ranging in age from five to six years, to determine the importance of stimulation and intervention of creativity from a young age. A pre-test, evaluated the initial level of each child’s creative skills in fluency, flexibility and originality. This was followed by selecting one class as the experimental group and another class, from the same demographical location, as the control group. The experimental group underwent a six-week intervention programme which focused on the primary concepts in each area of fluency, flexibility and originality. Both groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children was significant and that there was a great difference in the abilities and understanding of concepts in those children whohad been stimulated. / Teacher Education / M. Ed. (Psychology of Education)
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Exploring the developmental profile of Black HIV positive/AIDS infants and children a longitudinal studySandison, Alida January 2005 (has links)
This study aimed at exploring the developmental profile of HIV positive/AIDS infants and children (three to 35 months) over a period of 11 months in the Nelson Mandela Metropole, utilising the Revised Extended Griffiths Scales of Mental Development (GSMD). The purpose was to generate information about the development of HIV positive/AIDS infants and children, highlighting developmental strengths and weaknesses to ultimately aid the custodians of these children with their interventions. A non-probability purposive sampling method was applied, and a longitudinal profile was generated as participants were assessed twice. Participants were all outpatients at Kwazakhele Day Clinic, Dora Nginza and Livingstone Hospitals in the Nelson Mandela Metropole, and were located for the study through their caregiver’s attendance of an HIV support groups at the Dora Nginza Hospital. Data was analysed statistically using descriptive statistics and Hotelings-T² tests. Results indicated a significant difference between first and second assessment on the General Quotient and on two of the six subscales, namely Eye-Hand Co-ordination (D) and Practical Reasoning (F). It was deduced that development declined or did not improve as participants aged.
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