Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

The transformation of child and youth care ran concurrently with the political transformation in South Afriola. One of the projects aimed at establishing the transformation of child and youth care, was Project Go. This project placed a moratorium on the transfer of children 'deeper' into the child care system. It aimed at reunifying children ln residential care wtth their families. Furthermore, the projed assessed the children in the system with the aim of accommodating them in the least restrictive, most empowering child care facility. This narrative action research study focused on the effects of Project Go and the transformations on the children at the Children's Haven M T R Smit This study can also be described as emanciipatory action research. This qualitative study is positioned within a social construction discourse. Knowledge was socially constructed through multiple reflexive conversations. I researched the background to the transformation of the child and youth care system and investigated the implications of the transformation for the children at t.he Children's Haven M T R Smit,as well as for the child care workers and management of the haven. A narrative approach was employed. I relied on the Foucauldian discourse to come to some understanding of issues of power and resistance. Following Foucauldian thought, I investigated discourses constituting the care that the children at the Children's Haven M T R Smit received. This investigatlon led me to formulate some understanding of the history of the Dutch Reformed Church (DRC) the body responsible for the management of the haven since it was founded in the earty 1920s. 0nce I reached an understanding of some of the historical developments of the DRC (which l learned was closely linked lo Afrikaner politics), I explored some implications of the transformation for the DRC's future involvement with the children in its care. This exploration led me to a comparison of the theology of the DRC and black liberation theology, focusing on prophetic practice. Although not an initial aim of this study, I learned that the transfornation of child and youth care held implications not only for the pastoral practice of the DRC, but also for the helping professions such as psychology, social work and child care. l focused briefly on the ethics and some limitations of care provided by the profession of psychology. I reflected on the implications of the transformation of child and youth care for the helping professions. / Philosophy, Practical & Systematic Theology / D. Th. (Practical Theology (Pastoral Therapy))

The purpose of the study was to investigate the services provided by the Bhambayi Drop-In Centre in Inanda, KwaZulu-Natal for orphans and vulnerable children (OVCs). Qualitative research design and in-depth interviews with key informants and foster parents of the OVCs were conducted. The study found that the services which are provided by the Centre enabled the orphans and vulnerable children to enjoy life as normally as possible and to experience life meaningfully. As beneficiaries of the Bhambayi Drop-In Centre the children had access to education and two meals per day. Beyond meeting such basic needs, the study also found that Centre instilled a sense of belonging and community in the children. Access to social grants enabled the children’s basic needs to be met. In addition foster parents played a crucial role in taking care of orphans and vulnerable children. / Health Studies / M.A. (Social Behaviour Studies in HIV/AIDS)

D.Ed. (Psychology of Education) / Although the human immuno-deficiency virus (HIV) and acquired immuno-deficiency syndrome (AIDS) is still very much a silent issue in South Africa, the AIDS pandemic has become a public problem which is threatening to a significant proportion of the population of South Africa (Heartbeat 2002:1; Kaseke and Gumbo 2001:53). HIV infections are on the rise and people are dying every day of AIDS related diseases (Msomi, 2000:8). Thus, the overall aim of this research was to determine how the HIV/AIDS orphans’/vulnerable children’ psychosocial status is affected by the HIV/AIDS disease. The study was conducted in the Bojanala Region of the North West Province. A purposeful sampling was used because four (4) schools were suggested by the Department of Social Services in the Rustenburg Area due to their high populace with HIV/AIDS orphans. The other four (4) schools were suggested by the Auxiliary Services Division in the Bojanala Region of Education. The literature revealed that failure on part of the parent, guardian and/or teachers to meet the psychological needs of the child at a certain stage in his/her development may result in personality disorders, which can become a potential danger and a source of unhappiness to the individual him/herself (cf. 2.5). Furthermore, it was evident from the literature that chronic parental illness may have a traumatic effect on young children because both parents may neglect a child (cf. 4.2). The literature also revealed that children should not be viewed as passive recipients of assistance, but as active participants who play a key role in the development of responses to the HIV/AIDS pandemic. Receiving quality services is a right and a need not only of AIDS orphans, but also of all children (cf. 4.6). From the quantitative data analysis, the following findings emerged, that HIV/AIDS orphans/vulnerable children are optimistic about their future. Children do not blame themselves for their parents’ death. Arising from this research certain conclusions were drawn, recommendations were made and areas for possible future research were suggested. / Teacher Education

An empirical study was undertaken to conduct applied, exploratory, descriptive research to establish challenges specific to cross racial adoption in Gauteng, South Africa. The objectives of the overall aim were: * to conduct empirical work and to collect data through the use of focus groups with parents who have cross racially adopted, in order to explore challenges specific to cross racial adoptions * to conduct analysis in order to describe the findings of the empirical data * to conduct a thorough literature review on available literature pertaining to cross racial adoption * to draw conclusions and make recommendations on the completion of the afore mentioned objectives The empirical study demonstrated that: * Parents who cross racially adopt do experience challenges and there are challenges specific to cross racial adoption * A number of the challenges experienced by parents who cross racially adopt are directly linked to a lack of support throughout the adoption process * A need exists for a comprehensive model of support for parents who cross racially adopt The empirical study was successful in identifying, exploring and describing challenges experienced by parents who cross racially adopt in Gauteng. / Social work / M.Diac.(Play Therapy)

This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The qualitative research approach, applying an explorative, descriptive and contextual strategy of enquiry was used to address the research question formulated, - How do child and youth care workers support child-headed households in the community? In this process the needs, relationships, interactions and encounters which occur between child and youth care workers and young people in child-headed households are described. The research was conducted with children from two child-headed households (12 children in all) and three community child and youth care workers from the Isibindi project in the province of Kwa-Zulu Natal. The findings confirm that the integration of child and youth care work characteristics in the daily life events of the children, contributed to services to children that are therapeutically caring, reclaiming and reflective of the African spirit of Ubuntu – demonstrating a relevant and unique South African expression of child and youth care practice. / Sociology / M. Tech. (Child and Youth Care)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

The transformation of child and youth care ran concurrently with the political transformation in South Afriola. One of the projects aimed at establishing the transformation of child and youth care, was Project Go. This project placed a moratorium on the transfer of children 'deeper' into the child care system. It aimed at reunifying children ln residential care wtth their families. Furthermore, the projed assessed the children in the system with the aim of accommodating them in the least restrictive, most empowering child care facility. This narrative action research study focused on the effects of Project Go and the transformations on the children at the Children's Haven M T R Smit This study can also be described as emanciipatory action research. This qualitative study is positioned within a social construction discourse. Knowledge was socially constructed through multiple reflexive conversations. I researched the background to the transformation of the child and youth care system and investigated the implications of the transformation for the children at t.he Children's Haven M T R Smit,as well as for the child care workers and management of the haven. A narrative approach was employed. I relied on the Foucauldian discourse to come to some understanding of issues of power and resistance. Following Foucauldian thought, I investigated discourses constituting the care that the children at the Children's Haven M T R Smit received. This investigatlon led me to formulate some understanding of the history of the Dutch Reformed Church (DRC) the body responsible for the management of the haven since it was founded in the earty 1920s. 0nce I reached an understanding of some of the historical developments of the DRC (which l learned was closely linked lo Afrikaner politics), I explored some implications of the transformation for the DRC's future involvement with the children in its care. This exploration led me to a comparison of the theology of the DRC and black liberation theology, focusing on prophetic practice. Although not an initial aim of this study, I learned that the transfornation of child and youth care held implications not only for the pastoral practice of the DRC, but also for the helping professions such as psychology, social work and child care. l focused briefly on the ethics and some limitations of care provided by the profession of psychology. I reflected on the implications of the transformation of child and youth care for the helping professions. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology (Pastoral Therapy))

The purpose of the study was to investigate the services provided by the Bhambayi Drop-In Centre in Inanda, KwaZulu-Natal for orphans and vulnerable children (OVCs). Qualitative research design and in-depth interviews with key informants and foster parents of the OVCs were conducted. The study found that the services which are provided by the Centre enabled the orphans and vulnerable children to enjoy life as normally as possible and to experience life meaningfully. As beneficiaries of the Bhambayi Drop-In Centre the children had access to education and two meals per day. Beyond meeting such basic needs, the study also found that Centre instilled a sense of belonging and community in the children. Access to social grants enabled the children’s basic needs to be met. In addition foster parents played a crucial role in taking care of orphans and vulnerable children. / Health Studies / M.A. (Social Behaviour Studies in HIV/AIDS)