Summaries in Afrikaans and English / The aim of this study is to investigate the developmental deficits among milieu disadvantaged pre-schoolers in a multicultural learning environment and to identify the cause of these deficits. The availability of school readiness programmes and whether these programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated. In the light of the theoretical and empirical research it appears that the profile of milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings are experienced with regard to the following developmental aspects: Emotional Physical Cognitive Social, moral and aesthetical development According to the theoretical and empirical research these developmental deficits are caused by factors due to the home environment, the school as well as socio-demographic and socio-economic factors. From the research recommendations regarding the following were generated: The parents The pre-primary school The primary school The Department of Education Further researchSee file / Die doel met die onderhawige studie is om te bepaal watter ontwikkelingstekorte by milieubenadeelde kleuters in 'n multikulturele leeromgewing voorkom en om die faktore te identifiseer waardeur hierdie tekorte veroorsaak word. Daar word 'n breedvoerige blik gewerp op beskikbare leergereedheidsprogramme en in hoe 'n mate dit die ontwikkelingstekorte van milieubenadeelde kleuters aanspreek. Aan die hand van die literatuurstudie en 'n empiriese ondersoek blyk dit dat die beeld van milieubenadeelde kleuters besig is om te verander. Ontwikkelingstekorte word veral ten opsigte van die volgende aspekte ervaar: Emosionele Fisieke Kognitiewe Sosiale, morele en estetiese ontwikkeling Uit die literatuurstudie en die empiriese ondersoek blyk dit dat bogenoemde ontwikkelingstekorte veroorsaak word deur huislike, skolastiese, sosio-demografiese en sosio-ekonomiese faktore. Uit die ondersoek word aanbevelings ten opsigte van die volgende gegenereer: Die ouerhuis Die pre-primere skool Die primere skool Department of Education Verdere navorsing / Psychology of Education / M. Ed. (Sieklundige Opvoedkunde)

Learners in disadvantaged environments are less likely to do well at school. Yet some of the most successful schools operate in such environments. The purpose of this study was to establish the relative influence of various determinants of school success in disadvantaged environments. To this end literature study was done in two phases. The first resulted in a taxonomy of success factors, which was then used to guide the second in-depth phase. Thereafter an empirical study was done, involving qualitative field work at four successful schools in disadvantaged environments. Empirically it was discovered that there is no single most important success factor because all success factors are interrelated and interdependent. The over-arching success factor discovered in this study which was involvement of all stakeholders. / Education / M.Ed.

Child vulnerability is a complex human phenomenon that varies contextually. This thesis explores the views of Iraqw and Datoga residents of Haydom village relating to child vulnerability using a concept analysis. The study is a mixed methods study carried out in three stages. The first stage is a non-empirical qualitative literature review; findings from this stage were used to construct questions for the subsequent stage of the study. The second stage of the study is empirical and qualitative, using a focused ethnographic approach. Semi-structured interviews were conducted with thirty-two adults of the Iraqw and Datoga ethnic groups. Five main themes emerged from a thematic analysis of these interviews; 1) antecedents: lack of resources, 2) contributing antecedents: intentional mistreatment, 3) defining attributes: deprivations in a young individual, 4) consequences: losses suffered, and 5) strategies: dealing with deprivation. Informants’ views were used to construct items for a questionnaire, which was administered in the third stage of the study. This quantitative stage involved eighty young adult respondents of the Iraqw and Datoga ethnic groups. The data in the third stage of the study was analysed statistically, and generally supported the findings of the second stage of the study. Significant Haydom findings congruent with the literature include that poverty and parental alcoholism are antecedents for child vulnerability, that fathers may be unreliable and that some children cope by persevering and working hard. Findings in Haydom that differ from the literature include the following: some people perceive large family size as a protective factor handicapped, illegitimate and foster children may be mistreated former wealth may predispose to lacking coping skills children as a resource child vulnerability has potential for deterioration, stasis or improvement informants suggested a limited range of strategies, including institutional care, with little stress on volunteerism unrelated fostering is unusual but acceptable to many people. This study recommends local identification of and advocacy for vulnerable children’s rights, and planning of evidence based but culturally acceptable strategies to help them. / Health Studies / (D.Litt. et Phil. (Health Studies))

M.A. (Social Work) / The lack of relevant therapeutic programmes suitable for pre-school children staying in children's homes became apparent whilst the researcher was working in children's homes, as well as during discussions with colleagues. The inability of the pre-school child to converse fluently leads to a continuous search for quality interventions. In an attempt to resolve this need, two therapeutic programmes namely Viola Brody (1975) Developmental Touch Therapy Programme as well as a developmental group work programme developed by the researcher are implemented in a children's home. An exploratory, evaluating study, with two groups of four pre-school children each, are conducted in a children's home. An adapted experimental design is used to compare the results of the two groups. The children's behaviour are monitored and reported on in case studies. A singlesystem design is used to arrange the data, compare the two groups with each other and to monitor individual behaviour changes. The study is an exploratory probe into the viability / workableness and effectiveness of the two interventions with pre-school children in a children's home. The objective is to establish whether the programmes can be implemented in a children's homes and whether it will lead to a change in the general functioning of the children involved. The study concluded that both programmes is viable / workable. In addition, the Developmental Touch Therapy programme prove effective in the development of self concept as well as improving their general functionality, especially in developing positive behaviour. The developmental group work programme is marginal successful in respect of developing positive behaviour but unsuccessful in developing self concept.

M. Ed. (Educational and Learning Support) / Society has never before experienced a human tragedy of the magnitude caused by the orphan crisis. Life for the estimated 4 million orphans in sub-Saharan Africa is often desperate where children attempt to care for themselves and each other without adequate adult· support. Orphaned children are not only traumatized by the loss of their parents, they then also lack adult guidance during crucial developmental stages of their lives, and educational concerns are usually neglected. The social costs that emerge are juvenile crime, reduced educational levels, unskilled workers and a general burden on the state. With the introduction of the School Based Support Teams (SBST) in an attempt to further the implementation of inclusive education, schools have become aware of the need to support all learners in their community, including orphans. This study investigated the nature of the role played by the SBST of a primary school in their endeavours to support orphaned learners. During their work with the orphans, the SBST encountered many challenges that emerged as diverse needs of the children were revealed.Initially, the focus was on meeting lower order needs such as food, clothing, shelter and school equipment. In meeting these needsthe SBST embraced a position of collaboration with local businesses and child welfare organisations in providing the necessary resources. Help was also given in the planting of a vegetable garden, with an irrigation system which was tilled by volunteers from the parent community. School uniforms were provided by the Department of Social Development and the Rotary club. With time however, the SBST, started taking an additional responsibility, such as obtaining identity documents, applying for child grants and arranging for social worker involvement in the management of foster parents and custody. Caregivers and foster parents were approached and aided in their applications for exemption from paying school fees and close collaboration with custody courts was maintained. Working more deeply with the orphans, higher order needs emerged regarding grieVing for lost parents, the need to re-establish social groups and family ties, and the need for spiritual guidance and a sense of hope for the future. Responding to this additional challenge the SBST established a link with the local church to provide counselling support for the orphans. The schools guidance department conducted a workshop for the teachers on basic counselling and bereavement counselling which serve to empower the staff to deal with the orphans' emotional trauma on a daily basis. Since the orphaned learners were now being physically and emotionally supported, learning problems emerged due to their previous interruptions in schooling. The SBST called on the expertise of remedially trained teachers to provide extra classes and supervise homework for these learners in an attempt to address their scholastic backlog. Selected orphans were loaned solar powered reading lamps for use at home where there is no electricity. Orphaned learners were also encouraged to participate in the school's sporting and extra-mural programme and the necessary sport gear and arrangements were facilitated by the SBST. As the nature of the SBST's involvement deepened, a sub-committee was established, the welfare portfolio, whose sole responsibility was the well-being of the school's orphans. In managing the growing orphan population in the school, they compiled a database of the orphans in the school detailing their specific problems, needs, home circumstances and the actions required by the school in supporting each child's individual needs. A workshop was conducted for the foster parents and caregivers on budgeting and using the child care grants wisely for the orphans. Since it was revealed that some caregivers were abusing the funds on alcohol and neglecting the orphans in their care. The welfare committee also negotiated half price transport fees with the local taxi service in the transportation of orphaned learners to and from school. Apartnership was established with the local police station to gain their support. Should any orphaned learners report physical abuse, they would be respectfully treated. The systemic and collaborative nature of the role of the SBST in this primary school is highlighted in this case study. Without the visionary focus and strategic planning of the SBST in supporting the orphaned learners, they would probably have dropped out of school. Thus the transformation of the SBST into a broad-based structure which networks with a myriad of sources is crucial in fostering inclusive educational practices in South African schools.

In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.

This study examined the effects of Head Start participation on the cognitive and social functioning of children 6 to 14 years of age in the United States.

The purpose of this study was to examine whether or not having social support serves as a tool of encouragement for youth to become skilled in areas preparing them for adulthood.

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 study examined the effect of parent involvement on the academic achievement of previously disadvantaged learners who was awarded scholarships to attend independent boys‟ schools in Johannesburg. Through a qualitative inquiry using a small sample of parents and teachers (SSP coordinators), the findings added to the existing literature review. There is evidence that parent involvement is essential in high school and that parent involvement at home has an impact on the learners‟ achievement irrespective of the parents‟ socio-economic status and level of education. Furthermore, the results support the assumption that, the sense of not belonging and other barriers that hinder parents from being involved in school activities could be resolved by improving communication and forging a healthy relationship between parents and teachers. This creates a need for a parent involvement programme that will attend to the needs of the parents and teachers. This programme will empower them with skills that will improve their partnership. / Psychology of Education / M. Ed. (Psychology of Education)