M.Ed. (Educational Psychology) / Diversity is an important component of the South African society. Traditional standardised methods of assessment have been discouraged or abandoned. as they have been found to be discriminatory. Arguing for a systematic assessment process, Siegel (1999:307) states that the standardised methods are the best way to achieve understanding as to the reasons for the breakdown in Iearning and ensure effective intervention. The objective of this study was therefore to establish whether the Cognitive Assessment System (CAS), a cognitive assessment tool, correlates and is a predictor of achievement in the South African context. In order to examine the validity of this claim. I selected 32 black, Grade 6 learners, from a school In 8 Northern Johannesburg suburb, to determine whether the scores obtained on the CAS, correlate and predict achievement in the areas of reading and scholastic work. The quantitative research Involved identifying correlations between three data areas, the CAS. Woodcock Diagnostic Reading Battery (WDRB). and the scholastic marks obtained from school subjects for December 2000 and June 2001. As a result of this research and data analysis. high correlations were obtained between the three data areas. In addition the achieved scores of the WDRB were found to correlate with predicted scores taken from the learner's CAS Full Scale score. It was therefore concluded, that the Full Scale score of the CAS is predictive of achievement as measured by the six sub-tests taken from the WDRB. The findings of this study thus indicate that the CAS cognitive assessment tool could. within certain limitations, be used in the South African context to improve diagnostic interpretations and subsequent interventions. The challenge remains for additional research to be undertaken to explore the diagnostic value of the CAS in the wider community.

There is a dire need for psychological tests to be standardized for the African child and for appropriate norms to be developed. This study is part of two larger studies that began in 2008, namely the National Early Learning Standards Age Validation Study (NELDS) (Kvalsvig, Govender & Taylor; 2008) (Principal Investigator – Dr. S. Kauchali), and the INSTAPA Work Package 6 Study (Kvalsvig, Govender & Taylor; 2008) (Principle Investigator – Dr. J.D. Kvalsvig). This study considers aspects of the Kilifi Development Inventory (KDI) as a measurement tool used to provide a structured and standardized procedure for monitoring the cognitive development of children from the age of 6 to 35 months. It is situated in the positivist paradigm and has adopted the classical test theory in attempting to establish the reliability of the Kilifi Developmental Inventory. Stratified purposive sampling techniques were used to select the South African sample, which comprised 120 participants categorized by gender (males and females), age (6 – 18 months and 18 – 35 months) and area (urban and peri urban/rural). The internal reliability of the KDI was investigated. Results from the data analysis (using SPSS 18.0) suggest that the measurement tool as a whole had inadequate internal reliability and therefore, further investigations and modifications have to be undertaken in certain subtests of the measurement tool before the assessment tool can be standardized for the South African population. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

M.Ed. (Educational Psychology) / This research inquiry employs the Rasch model of measurement to assess the contemporary quality of the items that constitute an intelligence test developed in South Africa during the 1980s. The Rasch model of measurement will be used as an analytical tool for exploring the quality of items constituting the performance scales of a translated version of the Junior South African Intelligence Scales (JSAIS). The JSAIS was translated into Sesotho and was used to assess grade 1 Sesotho home language learners. This study is part of the Soweto Panel Research Programme (SPRP), which aims to investigate the development of children in a specific Soweto school from preschool (grade R, age 5 and 6) to the end of the Foundation Phase (grade 3). Within this school, the research projects include the assessment of cognitive abilities, numeracy, literacy and the households of the children. I am involved in assessing the cognitive abilities of these children and work in collaboration with three Educational Psychology Master’s students from the University of Johannesburg. The cognitive abilities project aims to assess and track the cognitive development of young children from grade R to grade 3 over a period of four years. Cognitive development focuses on how children learn, process information and attain a veridical view of the world (Gopnik & Meltzoff, 1997), it entails the development of the thinking and organizing systems of the mind, and is composed of language, thinking, reasoning, problem solving, and memory development (Oakley, 2004).

This study was conducted in order to assess the effects of cognitive stimulation in early childhood. The quantitative study set out to test a target group of 40 children, ranging in age from two years to three and a half years, in order to determine the importance of stimulation and intervention from a young age. A pre-test evaluated the initial level of each child‟s cognitive abilities (mathematics, literacy and life skills). This was followed by a random selection of the subjects into experimental and control groups. The experimental group underwent an eight-week intervention programme which focused on the primary concepts in each area of cognitive development. The control and experimental groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children is significant and there is a great difference in the abilities and understanding of concepts for those children which were stimulated individually, as compared with those children who were not so stimulated. / Teacher Education / M. Ed. (Psychology of Education)

This study was conducted in order to assess the effects of cognitive stimulation in early childhood. The quantitative study set out to test a target group of 40 children, ranging in age from two years to three and a half years, in order to determine the importance of stimulation and intervention from a young age. A pre-test evaluated the initial level of each child‟s cognitive abilities (mathematics, literacy and life skills). This was followed by a random selection of the subjects into experimental and control groups. The experimental group underwent an eight-week intervention programme which focused on the primary concepts in each area of cognitive development. The control and experimental groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children is significant and there is a great difference in the abilities and understanding of concepts for those children which were stimulated individually, as compared with those children who were not so stimulated. / Teacher Education / M. Ed. (Psychology of Education)

M.Ed. (Educational Psychology) / The picturesque landscape of South Africa is woven by the rich threads of diverse languages, cultures and beliefs. Despite the inherent differences of the different groups in this country, a common golden thread lies in the imparting of knowledge, values and beliefs from one generation to the next. This is often done formally, in the school environment, where children learn, develop and grow. The potential of children should be harnessed in an environment that is conducive to maximising the strengths and minimising their weaknesses. One domain is in the psychological testing arena where children’s cognitive abilities are assessed. The Junior South African Individual Scale (JSAIS) as an assessment measure is currently being used by psychologists despite the last norming having taken place in 1984 and the norms not being representative of the South African population. In an endeavour to transition from the past monolingual and monocultural practices, the JSAIS has been translated into isiZulu to eliminate any possible language barriers to participants. However, it is evident that translating tests is a risky procedure and every effort should be made to adhere to criteria proposed by the International Test Commission (ITC) to minimise cultural bias. One such way, is to thoroughly investigate the psychometric qualities of translated tests. The participants of the research are children in the Grade 1 isiZulu class at school in Soweto where research is being conducted. This longitudinal research project is a collaborative effort between the University of Basel, Switzerland and the Centre for Education Practice Research (CEPR) at the University of Johannesburg. The aim of this study was to apply a Rasch Analysis to the Numerical Intelligence Quotient Eight (NUM Scale) of an isiZulu translation of the Junior South African Individual Scales (JSAIS) to determine the quality of the items in relation to the ability of participants in the sample group. As an exploratory, quantitative study, the findings suggest that the JSAIS has some strong psychometric properties and that adaptation, translation and renorming of the test should be conducted in future studies. The findings of this study show that the data generated varied in its fit of the Rasch Model. While findings confirm that the numerical subtests of the Number and Quantity are valid measures of the construct for which it was designed, it is recommended that further studies be conducted into the equivalence of the isiZulu translated JSAIS, the further testing of larger samples of participants and the reduction of cultural loading on items. The information gleaned from this study regarding the misfitting of items, item difficulty and overlapping should also be considered to enhance the quality of this test and thereby maintaining the tenets of our new, modern democracy in South Africa.

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)

This study was conducted in order to assess the effectiveness of practitioner training in underprivileged early childhood settings. The quantitative study set out to test a target group of 800 Grade R children, ranging in age from five to six and a half years, in order to determine the impact that practitioner training on early intervention has on young children. A pre-test evaluated the initial level of each child‟s abilities, including physical-motor, language and speech, cognitive, play and social and emotional development. Children were placed into control and experimental groups through random selection of practitioners. The experimental group's teachers (practitioners) underwent an eight-month part-time intervention programme which focused on the importance of early intervention, the domains of development, planning, preparation and assessment as well as encouraging community awareness. The control and experimental groups continued with their normal school programmes, but the practitioners in the experimental group were developing a deeper understanding of early childhood development and activities which enhance development in children. The results indicate that the impact of effective practitioner training and enhancing a deep understanding of stimulation in young children can have positive, long-term results in children's cognitive ability, laying foundational concepts and scope for development. Vast differences were noted in the ability level of children which were stimulated, as compared with those children who were not as stimulated. / Psychology of Education / D. Ed. (Psychology of Education)