This study on parent involvement in Early Childhood Development in KwaZulu Natal investigates the experiences of educators and parents of the different types of parent and community involvement as set out in the Epstein typology. In order to investigate this phenomenon a thorough background of the theory and practice of the Epstein model has been provided. In addition the work of other researchers that support the Epstein typology of parent involvement forms an integral part of the discussions. As parent involvement is the key focus of the study, parent involvement in education before and after 1994 are discussed. In this regard relevant educational policy and legislation that are designed to increase the role of parents and the community in Early Childhood Development are highlighted. Parents' role in the provision of Early Childhood Development is explored. The provision of Early Childhood Development in KwaZulu Natal, which provides a backdrop for the investigation, is explained. In addition contextual factors that influence parent involvement in KwaZulu Natal are provided. The research methodology and the research design used in this study are described in detail. By means of a qualitative approach the experiences of a small sample of educators and parents in Early Childhood Development are explored using the six types of parent involvement that include parenting, communicating, volunteering, learning at home and collaborating with the community as set out in Epstein's comprehensive model. The experiences of educators and parents of Grade R learners of the six types of involvement have been included. Although all schools engage in some form of parent involvement, it is evident that not all schools involve parents in all types of parent involvement to the same extent. The study concludes with recommendations for developing strategies to involve parents more effectively in Early Childhood Development in KwaZulu Natal. / Educational Studies / D. Ed. (Comparative Education)

Thesis (MPA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: There is a rising groundswell of citizens globally questioning the equity, integrity and sustainability of the philosophies, values and institutions inherited from the 20th century. The continuum of civil disobedience has increased over time; sit ins, community unrest, uprisings and finally revolutions have marked this first decade of this new age. People are voicing their disillusionment with increased frequently, impatience and violence globally calling for the creation of a world which, in Freire’s words, is “menos feio, menos malvado, menos desumano [less ugly, less cruel, less inhumane] (Mayo, 2003:42). President Jacob Zuma at the 14th Nedlac Annual Summit in September 2009 called for a “stronger social dialogue underpinned by a sense of cooperation, and responsibility will also be important if we are to avoid a situation where the recovery ends up being business as usual. We need to find new way of doing things” (Zuma, 2009a:1). Social Franchising is a relatively new concept in the service delivery discourse having recently emerged as a sub-sector of social enterprise. Social franchising is a derivative of the long established commercial franchise model with a dual purpose of generating sustainable economic returns and advancing social good by encouraging profit making not profit taking (Mseme, 2010a:1). Social franchising has been mainly operating in the NGO sector, on the Indian sub continent, accommodated in larger private or public health institution, providing women related health services into poor communities. Recent research undertaken by Mseme (2010a) has shown social franchising should be considered as a strategic option in the delivery of public service to improve citizens development, promoting new venture creation and strengthen the developmental state at local level This study seeks to make a contribution to the limited local government body of knowledge by developing an appropriate social franchising governance model. This model aims to accelerate accessible and sustainable public community development services generally and early childhood development in particular at local level by delivering on the two primary national priorities of poverty alleviation and quality education provisioning. This study merges a number of key issues that are substantive in determining the future well being of South Africa and all of her citizens namely; affordable, universal and comprehensive service delivery, equitable quality education and cognitive development of young children and increased economic participation and wealth generation especially in marginalised and vulnerable communities within the context of the developmental state. This study is guided by a postmodernist philosophy and stems from a transformative and emancipatory approach applying Paulo Freire’s pedagogy and politics of hope that is not meant to consolidate “what is” but is driven by a vision of “what should and can be” (Mayo, 2003:42).This research has applied both empirical and non – empirical design with a mixed qualitative and quantitative component. The areas of non –empirical study were determined by the theoretical framework which focuses on developmental state, developmental local government, public service management, partnership service delivery mechanisms, early childhood development and small enterprise development. The research findings arising out of the empirical ECD needs assessment survey and case study were further explored and tested in semi structured interviews with political decision makers, policy makers, policy drafters and policy experts. This study has designed a social franchise governance model for the delivery of ECD at local government level. Its implementation however is premised on a shift of public administration mindset from bureaucracy to innovation, a shift of public policy from government as sole provide to facilitator of services, a shift from survival partnerships to delivery partnerships by desire and a change of citizens attitude from dependency to self development. / AFRIKAANSE OPSOMMING: Wereldwyd bevraagteken inwoners toenemend die billikheid, integriteit and volhoubaarheid van filosofiee, waardes en wette vanuit die 20ste eeu. Wetteloosheid het toegeneem oor ‘n tydperk. Opstand en eintlik revolusies is kenmerkend in die eerste dekade van die nuwe era. Mense spreek hulle ontnugtering toenemend op ‘n gereelde basis uit, wat uiteindelik aanleiding gee tot ongeduld en geweld. Wereldwyd is mense op soek na ‘n samelewing wat soos Freire dit beskryf “menos feio, menos malvado, menos desumano (minder haatlik en onmenslik) (Mayo, 2003:42). Tydens die 14de NEDLAC Jaarlikse Konferensie gedurende September 2009 het President Jacob Zuma die balangrikheid van sterker sosiale dialoog gegrond op samewerking en verantwoordlikheid beklemtoon ten einde ‘n situasie van besigheid soos gewoonlik te voorkom. Hy het mense aangemoedig om vorendag te kom met nuwe manier om dinge te doen.(Zuma, 2009a:1) Sosiale agentskap is ‘n relatiewe nuwe konsep in die lewering van dienste wat ontstaan het vanuit die sub-sektor sosiale ondernemings. Sosiale agentskap het voortgespruit vanuit die kommersiele agentskaps model met ‘n tweeledige doel naamlik die skepping van volhoubare ekonomiese inkomste en die bevordering van sosiale goedere deur die aanmoediging van die maak van winste en nie die neem van winste nie (Mseme, 2010a:1) . Sosiale agentskappe het primer voorgekom in nie-regerings organisasies, groot privaat of publieke gesondheids instansies en die verskaffing van gesondheids dienste aan vroue in die armer gemeenskappe. Huidige navorsing deur Mseme (2010a) bewys dat sosiale agentskappe oorweeg moet word as ‘n strategiese opsie in die lewering van openbare dienste om die onwikkeling van inwoners te verbeter, om die skepping van nuwe projekte te bevorder sowel as die versterking van die ontwikkelende staat op plaaslike regeringsvlak. Deur die ontwikkeling van ‘n toepaslike sosiale agentskaps bestuurs model beoog die studie om ‘n bydrae te maak tot die beperkte beskikbare inligting oor plaaslike regering. Die model streef daarna om toeganklike volhoubare openbare gemeenskaps onwikkelende dienste in die algemeen te lewer sowel as spesifiek dienste rondom vroee kinder ontwikkeling op plaaslike regerings vlak. Hierdie oogmerk van die model is gebaseer op die nasionale prioriteite van werkskepping en die voorsiening van kwaliteit onderrig. Die studie kombineer ‘n aantal belangrike sleutel dimensies in die bepaling van die voortbestaan van inwoners van Suid-Afrika, naamlik bekostigbaarheid, universele en omvattende dienslewering, gelyke kwaliteit onderrig, die kognitiewe ontwikkeling van jong kinders, toenemende ekonomies deelname, en die ontwikkeling van rykom spesifiek in marginale kwesbare gemeenskappe binne die konteks van ‘n ontwikkelende staat. Die studie is gebaseer op ‘n post-moderne filisofie and spruit voort vanuit ‘n transformerende en moderne benadering deur die toepassing van Paulo Freire’s opvoedkundige aard sowel as politieke hoop wat nie bedoel is om “die wat is” te konsolideer nie, maar wat voort gedryf word vanuit ‘n visie “wat moet en kan gedoen word” (Mayo, 2003:42). Die nie-empiriese studie is gabaseer op ‘n teoretiese raamwerk wat focus op die ontwikkelende staat, ontwikkelende plaaslike regareings, staatsdiens bestuur, ‘n vennootskap dienslewrings meganisme, vroee kinder ontwikkeling and klein sake ondernemings ontwikkeling. Beide empiriese en nie-empiriese ontwerpe is gebruik met ‘n kombinasie van kwalitatiewe and kwantitatiewe komponent. Die bevindinge vanuit die navorsing spruit voort uit die empiriese vroee kinder ontwikkelings behoefte bepalings studie. ‘n Gevalle studie is ook verder gebruik en getoets deur semi-gestruktureerde onderhoude met beleidmakers, en beleids deskundiges. Die studie het ‘n sosiale agentskaps bestuurs model ontwikkel vir die lewering van vroee kinder ontwikkeling op plaaslige regerings vlak. Die implementering van die model is gabaseer op ‘n aantal veranderinge van denkwyses naamlike vanaf publieke administrasie opinie van burokrasie na innovasie, vanaf openbare beleid dat die regering die enigste verskaffer van dienste is na die fasilitering van dienste, vanaf oorlewings vennootskappe na vennootskappe wat gehalte dienste lewer en laaste ‘n verandering van ‘n aghanklikheids houding na self ontwikkeling.

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

The Student RAG Community Service (SRCS), a unique non-governmental organisation (NGO) of the Potchefstroom Campus of the North-West University, aims to support and to enable other NGOs to function independently. For this reason, the communication between the SRCS and these NGOs is viewed from the sub discipline of development communication, with the participative approach currently being perceived as the normative approach to communication for development. Communication between the SRCS and representatives of the NGOs should therefore conform to the principles of the participative approach to development communication to contribute to empowerment and development. The principles of the participative approach that was identified as relevant to this study are participation, dialogue, cultural sensitivity, to enable the community to be self-reliant and community development. This study is qualitative in nature and the research methods used to gather information about the nature of communication between the SRCS and the representatives of the projects are qualitative content analysis, partially structured interviews and observer–participant reporting. Although this study has focused only on early child development projects, the nature of these projects and their communication varied to a large extent. The overall conclusion of this study is that there are gaps in the participative communication between the SRCS and the representatives of all the researched projects. The type of communication between the SRCS and early childhood development projects did not conform to the principles of cultural sensitivity, community development and the enablement of the community to be self-reliant. These gaps are attributed in part to the present documentation of the SRCS (2010 annual report, portfolio descriptions, transfer reports and minutes of 2010’s and 2011’s meetings) as well as the fact that this NGO’s training guidelines do not emphasise the importance of participatory principles, and do not offer sufficient training in the implementation of these principles to its various members. Although the results indicate that the communication between the SRCS and the representatives of the projects presently does not conform to the principles of participative communication, the organisation is committed to addressing these gaps in future. / Thesis (MA (Communication Studies))--North-West University, Potchefstroom Campus, 2013.

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The Student RAG Community Service (SRCS), a unique non-governmental organisation (NGO) of the Potchefstroom Campus of the North-West University, aims to support and to enable other NGOs to function independently. For this reason, the communication between the SRCS and these NGOs is viewed from the sub discipline of development communication, with the participative approach currently being perceived as the normative approach to communication for development. Communication between the SRCS and representatives of the NGOs should therefore conform to the principles of the participative approach to development communication to contribute to empowerment and development. The principles of the participative approach that was identified as relevant to this study are participation, dialogue, cultural sensitivity, to enable the community to be self-reliant and community development. This study is qualitative in nature and the research methods used to gather information about the nature of communication between the SRCS and the representatives of the projects are qualitative content analysis, partially structured interviews and observer–participant reporting. Although this study has focused only on early child development projects, the nature of these projects and their communication varied to a large extent. The overall conclusion of this study is that there are gaps in the participative communication between the SRCS and the representatives of all the researched projects. The type of communication between the SRCS and early childhood development projects did not conform to the principles of cultural sensitivity, community development and the enablement of the community to be self-reliant. These gaps are attributed in part to the present documentation of the SRCS (2010 annual report, portfolio descriptions, transfer reports and minutes of 2010’s and 2011’s meetings) as well as the fact that this NGO’s training guidelines do not emphasise the importance of participatory principles, and do not offer sufficient training in the implementation of these principles to its various members. Although the results indicate that the communication between the SRCS and the representatives of the projects presently does not conform to the principles of participative communication, the organisation is committed to addressing these gaps in future. / Thesis (MA (Communication Studies))--North-West University, Potchefstroom Campus, 2013.

The aim of this study was fourfold. Firstly the nature of training for Foundation Phase student teachers in Life Skills had to be determined. Secondly, the outcomes for Life Skills training for Foundation Phase student teachers had to be ascertained. Thirdly, effective teaching-learning methods for training had to be identified to achieve outcomes in the most effective way. New methods of presentation and assessment had to be exploited to address the new challenge of reduced contact time. Lastly, the nature of Life Skills training at other higher teaching institutions in South Africa had to be determined so that general outcomes and guidelines for effective training of Foundation Phase student teachers in Life Skills could be established. A literature study was done to determine the nature of Life Skills for Foundation Phase student teachers. Four outcomes were identified were identified from this study, namely health promotion, promotion of the environment, development of human potential and the promotion of moral, cultural and religious values as main components of Life Skills. In addition a literature study was done on effective teaching-learning methods which should be applied to ensure effective Life Skills training for student teachers. The four most important components or essential features that should be considered during the facilitation of Life Skills for Foundation Phase student teachers, namely the lecturer, student, learning environment as well as the aim of teaching, including teaching content and assessment were set out. After questionnaires regarding the nature of training for Foundation Phase student teachers in Life Skills were sent to institutions for higher education and the responses were statistically analysed, it was possible to make a number of findings and recommendations. From the empirical research it became clear that the identified outcomes were also valued and applied by lecturers at other institutions for higher education. Furthermore, it became apparent that active teaching learning-methods and self-regulated learning are valued as important aspects of effective teacher training. Skills should not only be practised during contact sessions, but learning environments should be extended. It should include a variety of contexts like community service, practical teaching experience at schools under supervision of mentors as well exposure to diverse and multicultural teaching learning-environments. By effective planning and organising, it is possible for lecturers to guide students to become self regulated and effective learners within the context of reduced contact time. / Thesis (M. Ed.)--North-West University, Potchefstroom Campus, 2005.

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. / Inclusive Education / M. Ed. (Inclusive Education)

This study on parent involvement in Early Childhood Development in KwaZulu Natal investigates the experiences of educators and parents of the different types of parent and community involvement as set out in the Epstein typology. In order to investigate this phenomenon a thorough background of the theory and practice of the Epstein model has been provided. In addition the work of other researchers that support the Epstein typology of parent involvement forms an integral part of the discussions. As parent involvement is the key focus of the study, parent involvement in education before and after 1994 are discussed. In this regard relevant educational policy and legislation that are designed to increase the role of parents and the community in Early Childhood Development are highlighted. Parents' role in the provision of Early Childhood Development is explored. The provision of Early Childhood Development in KwaZulu Natal, which provides a backdrop for the investigation, is explained. In addition contextual factors that influence parent involvement in KwaZulu Natal are provided. The research methodology and the research design used in this study are described in detail. By means of a qualitative approach the experiences of a small sample of educators and parents in Early Childhood Development are explored using the six types of parent involvement that include parenting, communicating, volunteering, learning at home and collaborating with the community as set out in Epstein's comprehensive model. The experiences of educators and parents of Grade R learners of the six types of involvement have been included. Although all schools engage in some form of parent involvement, it is evident that not all schools involve parents in all types of parent involvement to the same extent. The study concludes with recommendations for developing strategies to involve parents more effectively in Early Childhood Development in KwaZulu Natal. / Educational Studies / D. Ed. (Comparative Education)