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This thesis reports on a qualitative study in which three fifth grade children were presented with six nonroutine mathematical problems involving six different 3-D pyramids, constructed out of multi-link cubes1. The children were videotaped while they worked without any adult help as a cooperative group to solve the pyramid problems. During these sessions, the students produced various 3-D cube models, 2-D drawings, and written records of arithmetic calculations as their solutions to the six problems. Through the lens of enactivism, this study describes and interprets the coevolutionary processes of the group's path of mathematical understandings as it unfolded during the six videotaped sessions. The results revealed building, drawing, and numbering as modes of representation of this group's problem solving work. An analysis of these three modes of representation explored the co-emergence of the children's individual and collective understandings, as well as the interrelationships which existed between their spatial structuring and their use of numerical operations in solving the pyramid problems.

This thesis reports on a qualitative study in which three fifth grade children were presented with six nonroutine mathematical problems involving six different 3-D pyramids, constructed out of multi-link cubes1. The children were videotaped while they worked without any adult help as a cooperative group to solve the pyramid problems. During these sessions, the students produced various 3-D cube models, 2-D drawings, and written records of arithmetic calculations as their solutions to the six problems. Through the lens of enactivism, this study describes and interprets the coevolutionary processes of the group's path of mathematical understandings as it unfolded during the six videotaped sessions. The results revealed building, drawing, and numbering as modes of representation of this group's problem solving work. An analysis of these three modes of representation explored the co-emergence of the children's individual and collective understandings, as well as the interrelationships which existed between their spatial structuring and their use of numerical operations in solving the pyramid problems. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: My study aims to explore whether a Developmental Play Programme can be implemented in a primary school with learners, using trained volunteer therapists from an old age home in the area. I also looked at the experiences of the learners and that of the volunteer therapists using Developmental Play Therapy as a therapeutic technique. The technique facilitates the development of child-adult relationships that are necessary for the development of children. The research is in the form of a qualitative case study. It is approached from an ecosystemic perspective i.e. learners are viewed as a core system which in turn is part of several other systems, for example the family, school, church, community etc. The systems are interdependent, which means that change in the one system also results in change within other systems. In the data production video recordings, unstructured interviews, observations and field notes are used. Data analysis was done using principles of coding. The results of the study show that Developmental Play Therapy is indeed an effective psychotherapeutic technique to use in a primary school with a group of learners and to use senior citizens as volunteer therapists to do the therapy. / AFRIKAANSE OPSOMMING: Die doel met die studie is om na te vors of die Ontwikkelende speelprogram op leerders in 'n primêre skool toegepas kan word, deur inwoners van 'n ouetehuis in die area op te lei as vrywillige terapeute. Ek het die ervaringe van die leerders en die van die vrywillige terapeute observeer waar Ontwikkelende Speelterapie as terapeutiese tegniek toegepas is. Die tegniek bevorder onder andere die ontwikkeling van ouer - kindverhoudings, wat noodsaaklik is vir die ontwikkeling van kinders. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in een sisteem ook verandering in die ander sisteme tot gevolg het. In die data - produksie is tegnieke naamlik video - opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data - analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie toon dat Ontwikkelende speelterapie 'n effektiewe psigoterapeutiese tegniek is om in 'n primêre skool te gebruik met 'n groep leerders, en om gebruik te maak van senior burgers as vrywillige terapeute om die terapie te doen.

This dissertation is an exploration of the nature of daydreaming and its relationship to literacy development in the lives of four children. The children were interviewed and the data is presented in four interpretive case studies. Of the four children, ages 11-13, two of the children are urban and two children live on a southwestern Indian reservation. Five themes emerged from the interviews with the children regarding their use and description of daydreaming: daydreaming, imagination, reading, writing, and school. The children consistently made distinctions between daydreaming and imagination, utilized daydreaming in their construction of their worlds, and discussed the negative attitude they experience in school toward daydreaming. The data in the individual case studies is contextualized within the broader life context of each of the four children represented. A component of this work is based in the researcher's self reflection. The universal practice of daydreaming must be valued in the growth and development of the individual. Daydreams show the uniqueness of individual invention. Through daydreams children explore places they have never been, become characters in the stories they read, and explore new knowledge in the safety of their own minds. Daydreaming is an invisible aspect of the creative and generative life of the mind which is critical to visible production. Currently research themes are increasingly addressing the question of individual consciousness and understanding how children transform information into their own terms. This dissertation seeks to contribute to this understanding. Daydreaming is not a negative practice but one which contributes to children's invisible and visible worlds. Daydreaming serves the interests of these children in their lives as thinkers, readers, writers and creators both at home and school.

This research study investigated preschoolers' naive theory of the human body in understanding the cause of death. The empirical investigation showed that urban and suburban preschoolers (ages 5 and 6) have an understanding of a naive theory of the human body and that some do make reference to a 'vitalistic causality' in explaining organ function. Furthermore, most of the participants gave an external explanation for the cause of death (e.g. gunshots, poison, sticks), but those participants who gave an internal (biological) explanation for the cause of death were well-informed about the biological teleology of body organs. These findings conclude that education, socio-economic factors and culture influence the acquisition of a naive theory of biology. The need for guidance to educators, in explaining the concept of death to preschoolers, was further emphasised. / Educational Studies / M.Ed. (Psychology of Education)

Although aggression as social phenomenon is widely researched, this research study aimed to illuminate the importance of early identification of excessively aggressive children specifically. The aim was to explore and gain an in-depth understanding of excessive aggressive behaviour during the preschool years. A qualitative research methodology was employed consisting of a parent interview, observations of the research participant and numerous play sessions consisting of various activities including free drawings; ‘Draw-a-Person ‘, a family drawing; the ‘Children’s Apperception Test’, and free play activities. The study explored various factors possibly leading to the onset and continuation of excessive aggressive behaviour. It seems clear that no single factor is responsible for the display of excessive aggression, but rather, multiple factors contribute to the problem of aggression as a whole. Play therapy is suggested as an effective method in the assessment and counselling of excessive aggressive behaviour in preschool children / Psychology / M.Sc. (Psychology)

This research study investigated preschoolers' naive theory of the human body in understanding the cause of death. The empirical investigation showed that urban and suburban preschoolers (ages 5 and 6) have an understanding of a naive theory of the human body and that some do make reference to a 'vitalistic causality' in explaining organ function. Furthermore, most of the participants gave an external explanation for the cause of death (e.g. gunshots, poison, sticks), but those participants who gave an internal (biological) explanation for the cause of death were well-informed about the biological teleology of body organs. These findings conclude that education, socio-economic factors and culture influence the acquisition of a naive theory of biology. The need for guidance to educators, in explaining the concept of death to preschoolers, was further emphasised. / Educational Studies / M.Ed. (Psychology of Education)

Although aggression as social phenomenon is widely researched, this research study aimed to illuminate the importance of early identification of excessively aggressive children specifically. The aim was to explore and gain an in-depth understanding of excessive aggressive behaviour during the preschool years. A qualitative research methodology was employed consisting of a parent interview, observations of the research participant and numerous play sessions consisting of various activities including free drawings; ‘Draw-a-Person ‘, a family drawing; the ‘Children’s Apperception Test’, and free play activities. The study explored various factors possibly leading to the onset and continuation of excessive aggressive behaviour. It seems clear that no single factor is responsible for the display of excessive aggression, but rather, multiple factors contribute to the problem of aggression as a whole. Play therapy is suggested as an effective method in the assessment and counselling of excessive aggressive behaviour in preschool children / Psychology / M.Sc. (Psychology)