Spelling suggestions: "subject:"childrenabout africa."" "subject:"childrenabout affrica.""
521 |
Toddler malnutrition and the Protein-energy Malnutrition (PEM) programme in the Vosloorus townshipNkonde, Sophie Elsie 01 1900 (has links)
The prevalence of Protein-Energy Malnutrition (PEM) in South Africa has been welldescribed
in previous research studies and yet little is known about the nutritional status of
toddlers in the Vosloorus Township.
Using the research questions as the conceptual framework for the study, an exploratory
descriptive survey was conducted to determine.
• What factors give rise to malnutrition in the Vosloorus Township?
• Why do toddlers on the PEM Programme fail to achieve their expected target weight?
Data was collected by means of structured interviews from a sample of 50 mothers in the
Vosloorus Township whose toddlers were on the PEM Programme. The fmdings indicated
that the poor socio-economic conditions of the majority of households, especially
unemployment, low levels of education and ignorance, contributed towards the development
of malnutrition amongst toddlers and their failure to thrive on the PEM Programme.
Recommendations to reduce levels of malnutrition and transform existing nutrition
programmes were made. / Health Studies / M.A. (Nursing Science)
|
522 |
The technology learning area as a catalyst of creativity in foundation phase learnersThatcher, Colleen Barbara 11 1900 (has links)
This study on technology in the South African school curriculum investigates the nature and value of this subject as a catalyst in developing Foundation Phase learners’ creative thinking skills Technology as school subject is defined as the use of knowledge, skills and available resources to develop solutions to meet human needs and wants, taking social and environmental factors into account. Central to this subject, is the design process of investigating, designing, making, evaluating and communicating solutions to problems identified in the environment.
The notion and nature of creativity as researched by respected psychologists and researchers over the last few decades, with particular reference to Matlin’s theory of problem-solving and creativity, provides a theoretical underpinning with the aim of linking the problem-solving nature of technology with creative thinking. A qualitative case study research project, comprising a sample of six Foundation Phase learners at an independent school, has been conducted. Key characteristics of qualitative educational research such as sensitivity, precision, verification, empiricism, natural setting, inductive data analysis, validity and reliability and triangulation, have been taken into consideration.
This study highlights the potential of technology as a school subject that provides learners with the opportunity to solve problems in creative ways and use authentic contexts rooted in real life situations. In addition, learners are afforded the opportunity to work collaboratively with others and engage in meaningful activities in the indoor and outdoor environment. Technology as a school subject in the Foundation Phase catalyzes learners’ creative thinking and problem-solving skills and provides a solid foundation for preparing young citizens for the demands and challenges of the 21st century. / Curriculum and Instructional Studies / D. Ed. (Didactics)
|
523 |
Emosionele intelligensie in sielkundige opvoedkundige perspektief / Emotional intelligence in psychological educational perspectiveStrydom, I. (Irene) 06 1900 (has links)
Summaries in Afrikaans and English / Emosionele intelligemsie is nag nie bevredigend binne die Sielkundige Opvoedkunde
beskryf nie. Die begrip emosionele intelligensie .is deur sosiale wetenskaplikes aanvaar
en word as een van die intelligensies van menswees beskou. Emosionele intelligensie
word beskou as die vermoe om
• eie emosies te herken, te verstaan en op aanvaarbare wyse uit te leef,
• ander se emosies te herken en te verstaan en
• die vermoe om die self te motiveer.
Die doel van die ondersoek was om emosionele intelligensie (EK) binne Sielkundige
Opvoedkundige terme te beskryf en adolessente wat emosionele probleme beleef s.e
EK-profiele te ontleed. 'n Bestaande EK-instrument, di.e Q-Metricsvraelys, is vir hierdie
ddel aangepas en ge'lmplementeer.
Die slotsom waartoe gekom is, is dat adolessente met emosionele probleme onder
andere depressief, aggressief en emosioneel ongeletterd is. Die opvoedkundige
sielkundige kan die EK-instrument as diagnoseringsmiddel aanwend en terapiebeplanning
hiervolgens doen. / Emotional intelligence has not been described in satisfactory Psychological
Educational terms. The concept emotional intelligence is accepted by social scientists
and is regarded as one of the intelligences of being human. Emotional intelligence can
be described as the ability to
• recognise and understand one's own emotions and to express it in an
acceptable way,
• to recognise and understand others' emotions and
• being able to motivate the self.
The aim of this study was to describe emotional intelligence in Psychological
Educational terms and to analyse the EQ profiles of adolescents who experience
emotional problems. An existing EQ instrument, the Q-Metrics Questionnaire, has been
adapted and implemented for this purpose.
The final conclusion is that adolescents who experience emotional problems, are
amongst other things depressed, aggressive and emotionally illiterate. The educational
psychologist can use the EQ instrument as a diagnostication instrument and can plan
therapy sessions according to these results. / Educational Studies / M.Ed. (with specialisation in Guidance and Counselling)
|
524 |
"Sexist socialising of children in the Sunday schools of the church of the province of Southern Africa : a theological ethical study"Tuckey, Caroline 11 1900 (has links)
Sexist socialisation in the church starts from childhood. The Sunday school, the Christian
community and parents all play a role in transmitting sexist values to children. Sexism is
present in the interpretation, use and teaching of scripture as well as the hierarchy, roles,
structures, language, worship and symbols of the church. These subconsciously influence
children. People's faith may be shaken when the sexist nature of some of these beliefs is
exposed. Sexist socialisation is detrimental as the growth and witness of the church may be
stunted. Hence there is a need to develop non-sexist Christian education. Insights and tools
from feminist theology help in this programme. The conclusions are tentative as such a
process is evolutionary, but important. / Philosophy, Practical and Systematic Theology / Th. M. (Theological Ethics)
|
525 |
The application of child care policy and legislation to black families and children in South AfricaVan Dyk, Alida Claudina 08 1900 (has links)
This investigation attempts to analyse the applicability of child protection policy and legislation to black families and children in South Africa. The literature study focuses on the nature, scope and implications of child protection and child protection legislation, perspectives on children's and parents' rights, and more specifically on child-care policy and legislation in South Africa.
A limited exploratory empirical investigation within the confines of the Child and Family Care Society was undertaken. The researcher had, by way of a case analysis, studied factors influencing the application of child-care legislation ~l:'ld described how legislation is being applied in practice. The application of philosophies and principles
inherent in child-care policies, and the evolvement of certain patterns and trends have also been analysed. Specific deficiencies have been identified and recommendations regarding more effective social work practice are highlighted. / Social Work / M.A. (Mental Health)
|
526 |
Factors related to school refusal of black adolescents in the Impendle areaChemane, Bonginkosi Reginald 11 1900 (has links)
The specific aim of this research study was to identify, explore, describe and
interpret the factors related to school refusal of black adolescents. An overview of
literature was used to arrive at a broader appreciation of issues pertaining to
school refusal phenomenon and also to black adolescents.
Ten subjects participated in this study. Data were gathered qualitatively using
ethnographic interviews. The following factors were found to be contributory to
the problem of school refusal: School refusers who stay with grandparents
instead of staying with biological parents; fear of something specific at school; lack
of insight into the refusal problem; lover plays a role in refusal behaviour;
protective parents; poor social relationships; fathers that play a marginal role in
the family; parents' worldview; emotional problems and weak or no attempts to
stop behaviour. The emphasis was on the understanding of the refusal
phenomenon rather than on cause and effect. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
|
527 |
Bevordering van selfaktualisering by milieu-geremde leerders binne 'n multikulturele onderwyssisteem / The promotion of selfactualisation of milieu disadvantaged learners with a multi-cultural education systemDe Bruyn, Carina Elizabeth 06 1900 (has links)
Summaries in Afrikaans and English / The promotion of multi-cultural education and the upliftment of milieu disadvantaged
children are closely related to each other, and is presently an important issue in the
South African educational system. Poor knowledge of milieu disadvantaged children
and multi-cultural education result in the loss of valuable learner potential and the
non-fulfilment of the education policy.
In this study, the promotion of self-actualisation of milieu disadvantaged children within a
multi-cultural education system is discussed from a psychological-educational
perspective. Attention is given to the problems and issues that play a defining role in
the implementation of such an educational system. The influence of the environment en
the development and functioning of milieu disadvantaged learners is investigated
further. Qualitative research is done to identify the developmental areas where most
problems occur. Finally, recommendations are made to the government, teachers and
parents that ~an serve as guidelines to promote the selfactualisation of these learners. / Die bevordering van multikulturele onderwys en die opheffing van die milieu-geremde
leerder hou nou verband met mekaar, en is tans 'n belangrike vraagstuk in die
Suid-Afrikaanse onderwyssisteem. Gebrekkige kennis van milieu-geremdheid en
multikulturele onderwys veroorsaak dat leerderpotensiaal verlore gaan en die
onderwysbeleid nie uitgevoer word nie ..
In hierdie studie word die bevordering van selfaktualisering van milieu-geremde
leerders binne 'n multikulturele onderwyssisteem vanuit 'n opvoedkundig-sielkundige
perspektief bespreek. Aandag word geskenk aan die problema en faktore wat 'n
bepalende rol by die suksesvolle implementering van 'n multikulturele onderwyssisteem
speel. Die invloed van die omgewing op die ontwikkeling en funksionering van
milieu-geremde leerders word verder ondersoek. Kwalitatiewe navorsing is gedoen om
die ontwikkelingsareas waar die meeste problema ervaar word, te identifiseer.
Laastens word aanbevelings aan die regering, onderwysers en ouers gemaak wat as
riglyne kan dien om die selfaktualisering van hierdie leerders te bevorder. / Educational Studies / M. Ed. (met spesialisering in Voorligting)
|
528 |
Beyond cybernetics : connecting the professional and personal selves of the therapistMarovic, Snezana 11 1900 (has links)
Text in English / This research explores the meaning of the first and second-order therapeutic stances with reference to the therapist's professional and personal development. The dominant positivist paradigm was reflected in the therapist's initial position of expert observer, outside of the observed. The observed phenomena were a group of children suffering from thalassemia major, a terminal genetic disease, and their mothers. The
initial idea of short-term intervention and focus on the observed evolved into six-year journey where the observer and the observed became an interconnected unit of observation, understanding and change.
A first-order stance led to therapeutic stuckness, where the therapist's
confrontation with her therapeutic failure and the limitations of the dominant paradigm provoked a deconstruction of the expert position and promoted a self-reflexive therapeutic stance. The author's self-searching process took her back to her personal self, her family of origin and the ''wounded healer". The researcher moved from an initial disconnection between her professional and personal selves to an awareness of the interface between the two and, ultimately, to a unification of her professional and personal selves. Such development involved an individuation process moving from a narcissistic belief in her objective stance towards a therapeutic stance where she sees herself less as a powerful agent of change and moves to an increasingly higher order of integration of the professional and personal selves (Skovholt & Ronnestad, 1992).
The process with the children and mothers shifted from a focus on compliance and medical issues to more personal and emotional stories. The therapist's participation and collaborative stance created a context for change, where greatly improved medical compliance was just one of the many transformations experienced by all the participants.
The researcher speculates that development of a second-order stance requires second-order change, which comes "at the end of long, often frustrating mental and emotional labor" (Watzlawick et al., 1974, p. 23), promoting integration between the professional and personal selves of the therapist. The researcher therefore contends that this process has important implications for psychotherapy training, supervision and
continuing education. / Psychology / D. Litt. et Phil. (Psychology)
|
529 |
Teacher-directed play as a tool to develop emergent mathematics concepts : a neuro-psychological perspectiveHelmbold, Erika Geertruida 11 1900 (has links)
Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process.
One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing
a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)
|
530 |
Absent fathers : an ecosystemic exploration of contextMabusela, Moipone Hilda Martha 09 1900 (has links)
The aim of this study was to explore absent fathers' experiences. This involved determining absent fathers' conceptualisation of fatherhood, exploring the psychological well-being of absent fathers, and how absent fathers cope with being absent from their children‟s lives.
An ecosystemic approach was employed as the epistemology to understand the participants in terms of organisation of their behaviour in social contexts. Qualitative research was used, and in-depth interviews were conducted to collect the data. The research found that these fathers' experiences of being absent from their children's lives have negatively affected several aspects of their lives, both emotionally and behaviourally. Furthermore, the study concluded that fathers who are absent from their children‟s lives, while aware of the roles they need to play, seem unable to fulfil these roles. Lastly, the absent fathers revealed a tendency to react ambivalently towards their identities as fathers. / Psychology / M.A. (Clinical Psychology)
|
Page generated in 0.0447 seconds