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)

This study reflects a critical analysis of the procedures followed in child rape cases in Mpumalanga Province and in the process to enhance investigative capabilities with sound detective development. Empirical research was conducted with a literature review, docket analysis and interviews as methods to obtain information where the following important aspects were addressed: an overview of the field of forensic investigation, the shortcomings with regard to child rape investigations and correct procedures for conducting child rape investigations formulated. The study found that generally rape cases were not properly investigated, correct procedures were not followed (biological/physical evidence was not readily identified nor correctly handled) and applicable directives pertaining to child rape investigations not complied with. Investigators had a narrow understanding of the concept forensic investigation. In child rape investigations it would be of more evidential value and reliable to collect physical evidence such as blood, semen, vaginal fluids and saliva as the child’s testimony at court might not be reliable, particularly when subjected to cross examination. Rape is both a contact crime as well as a psychologically motivated crime and both aspects of the trauma needs attention during the investigation process. Crimes against women and children are also a national concern, thus making child rape a priority crime for the South African Police Service. For any successful prosecution it is necessary that policy and correct procedures are not compromised but rather strictly adhered to. The Locard Principle in relation to physical evidence such as body fluids at the crime scene needs to be focussed on during the investigation process. The research suggests that the current standing operating procedures be amended to include the critical aspects of child rape investigation such as processing of the crime scene, the search for biological evidence as well as the packaging and preservation of biological evidence. / Police Practice / M. Tech. (Forensic Investigation)

Child pedestrian injury and mortality is an issue of significant public health concern in the city of Johannesburg, Gauteng, in South Africa. Since there is a paucity of studies in the last decade or more on fatal childhood traffic and non-traffic injuries in Johannesburg, this study aspires to address the disproportion in this domain of research, and provide more recent, and comprehensive empirical evidence over a ten-year period. The overarching aim of this study was to describe and examine the magnitude, circumstances, and neighbourhood characteristics of fatal pedestrian injuries among children (0-14 years) in Johannesburg for the period from 2001 to 2010. More specifically, the objectives of the study were: firstly, to provide a comprehensive epidemiological description of the magnitude, trends and occurrence of pedestrian mortality among children; secondly, to describe and examine the epidemiology of child pedestrian mortality in relation to children as motor vehicle passengers; thirdly, to describe and examine child pedestrian mortality in relation to non-traffic injuries, in particular, burns and drowning; and fourthly, to assess the influence of neighbourhood characteristics on child pedestrian mortality. The study conceptualised pedestrian road safety within an ecological systems framework. The study used quantitative descriptive, and multivariate logistic regression methods of analysis to examine child pedestrian mortality data. The study drew on data from the National Injury Mortality Surveillance System (NIMSS) and the Census 2001. The main findings indicated that black, male children aged 5 to 9 years (11.02/100 000) are the most vulnerable, and that mortality occurred predominantly during the afternoons and early evenings (12h00-16h00 and 16h00-21h00), over weekends, during school holidays, and to a lesser extent, during non-holiday months. In addition, neighbourhood characteristics that reflected concentrations of disadvantage, single female-headed households and residentially stable areas were associated with child pedestrian mortality. The study findings highlight the need for critical action in terms of investment in child pedestrian safety research, and appropriate prevention initiatives guided by stringent evidenced-based studies, and the design of safe pedestrian, vehicular and urban environments. / Psychology / D.Phil. (Psychology)

Many learners enter Grade 1 underprepared, because they have not had the chance to develop the necessary skills, values or attitudes expected of learners in this year. This results in academic backlogs and school underachievement, with many learners from poor socio-economic backgrounds in which poverty and unemployment are rife. Early identification of gaps in their learning as well as the support is crucial. Landsberg (2005, p.80) states that addressing early intervention implies not only a focus on the child and the needs of children but also facilitation of the environment in which they live. Against this background the study aims to investigate the needs and challenges of underachieving Grade R learners in a Mitchell’s Plain primary school. A phenomenological qualitative research approach was adopted, using purposeful sampling to obtain participants, and semi-structured interviews, observations and documents to collect data from two Grade R practitioners. A thematic document analysis of 20 underachieving Grade R learners followed to support the findings. The researcher argues that not enough support is being provided for these learners; hence the study seeks to determine their needs and challenges in the school. It is believed that the findings will contribute meaningfully by making recommendations for focused support for these learners. / Inclusive Education / M. Ed. (Inclusive Education)

Infant feeding in the context of HIV/AIDS poses a challenge among mothers. The implementation of UNICEF guidelines on infant feeding, which state that “when replacement feeding is acceptable, feasible, affordable, sustainable and safe, avoidance of all breastfeeding by HIV-infected mothers is recommended” (WHO, 2003:12) are not easy to meet. In more developed countries, where these criteria are met, almost all HIV-infected mothers have ceased to breast feed. Consequently, infants of mothers in these countries are less likely to be infected with HIV postnatally. In South Africa, more specifically in the Eastern Cape, infant feeding is a challenge as a number of UNICEF criteria cannot be met. The Eastern Cape is one of the poorest Provinces in South Africa, with a number of rural communities. Earlier studies have shown that, if mothers select either exclusive breast feeding or exclusive formula feeding, this reduces mother-to-child transmission of HIV. A limited number of studies on adherence to the method of infant feeding selected before delivery were found in the literature, hence the need for the current study. The purpose of the study was to explore adherence to exclusive breast feeding and exclusive formula feeding among mothers with HIV infection and to determine the problems that mothers may be facing in implementing their pre-selected methods.

Bibliography: leaves 149-178 / Anxiety Disorder is one of the most common disorders experienced by children and, if not managed, can extend into adulthood. Research has established a link between unintegrated primitive reflexes (UPR) and Learning Disorders. Learning Disorders are often co-morbid with symptoms of anxiety, however, the relationship between symptoms of anxiety and UPR have not been studied. This study aims to explore the relationship between the UPR and symptoms of anxiety in children between 10 – 13 years of age. No correlation was found between the total primitive reflex score and total symptoms of anxiety score; however, a significant relationship was found between symptoms of anxiety and the Moro, Plantar and Spinal Galant reflex. These UPR play an important role in balance. Research on balance dysfunction indicates a relationship with symptoms of anxiety. Prenatal maternal stress, common childhood illness and comorbidity with ADHD were also found to be factors in symptoms of anxiety in children. / Psychology / M.A. (Psychology)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Throughout the world, the need to protect children’s rights has proliferated through international conventions and national laws, therefore, parents add immense value as participants in diversion programmes. The dearth of research studies on parents as participants in diversion programmes is documented internationally and in South Africa. This is an exploratory-descriptive- contextual and phenomenological study that is steeped in qualitative research approach. The study was guided by Risk-Need Responsivity Model for offender assessment and rehabilitation (Bonta & Wormith, 2010). Data collection was done through semi-structured, face-to-face interviews. Snow-ball and purposive sampling were used. Prior to actual data collection, pilot testing was conducted to determine the validity and reliability of the data collection tool. Data was analysed through thematic content in accordance with Creswell’s (2014:196) six steps of data analysis and verified according to Lincoln and Guba’s model of 1994 and Yin’s 2018 model. In order to ensure adherence to ethical prescripts, the following were applied throughout the study; informed consent, confidentiality, anonymity, beneficence, management of information and debriefing. The key finding is that parents are not involved in the diversion prorammes. This study will close literature gap whilst it recommends development of policy guidelines for parental involvement in diversion. / Social Work / M.A.(Social Work)

The purpose of the study was to investigate grade 11 learners’ problem solving skills and conceptual reasoning on concepts in stoichiometry. Two theoretical frameworks were used in this study namely, cognitive load theory (CLT) and typology of curriculum representation (levels of curriculum alignment). The explanatory sequential mixed method research design were applied where 410 physical sciences learners in their intact classes and eleven of their teachers participated in the study. The participants completed purposefully designed research instruments consisting of an achievement test (LAT), a teacher and a learner questionnaire (TSQ and LCQ), and a teacher lesson plan on stoichiometry-related concepts (TLP). Other instruments used include a semi-structured interview schedule (LIS), classroom observation schedule (COS) and learner work books (LWB). The study was underpinned by five research questions. Pearson correlations showed that the justifications given by learners for choosing right or wrong objective options were not due to chance and suggested a learner choosing the right objective option has the right conceptual reasoning. Findings indicate that there is a positive correlation between problem-solving skills and conceptual reasoning where conceptual reasoning statistically predicted learners’ problem-solving skills using Regression. Problem solving is an important cognitive activity in everyday and professional contexts. Therefore, it requires teachers to know where to focus their teaching and how to assess learners’ work to avoid unnecessary overloading of the working memory of learners which might affect their performance. Conceptual reasoning and problem-solving errors were made during the problem solving, for example, learners could not apply mole ratio, they were unable to do change of subject and they interchanged the meanings of chemical terms such as mole, molecule, atoms and mass. In terms of possible reasons for the errors, and how it linked to the way learners were taught, the curriculum levels were considered. Findings indicate that there is a mismatch between what is expected in stoichiometry from the CAPS curriculum termed intended curriculum and the implemented curriculum which includes teacher lesson plans, classroom observations and learner workbooks. The classroom observations schedule was designed in line with the teacher lesson plan. There were topics planned in the lessons that were not found in the learner workbooks. The analysis of the content of learners’ workbooks for topics treated under stoichiometry, revealed that 75.7% of concepts were being taught while 24.3% were not. The analysis showed that learners experienced difficulties with calculating the concept of limiting reactant. There is a mismatch between implemented and attained curriculum as well. In the TSQ, teachers indicated that the errors were due to misconceptions, misunderstanding, carelessness and misinterpretation. These were found during marking of the learner achievement test. In conclusion, this study did not find a direct link between the way the learners were taught and the errors they committed during problem solving based on the implemented (TLP, LWB and COS) and attained curriculum (LAT, LCQ, LIS and DoBE report) / Science and Technology Education / Ph. D. (Mathematics, Science and Technology Education)

MPH / Department of Public Health