A child's early years are vital for development. The first few years of life is a period of rapid physical, mental, emotional, social and moral growth and development. This is a time when young children acquire concepts, skills and attitudes that lay the foundation for lifelong learning. During this time, parents are the primary influence on a child’s development and learning. The more parents are involved with their children, the more positive learning and general life outcomes occur. Different factors have been linked to children’s readiness to learn as they enter school. These include family characteristics such as the income level of the child’s household, parent education, and family structure. Other experiences in the home and community also linked to children’s readiness to learn include the quality of their relationships with parents, educational activities at home, and opportunities to participate in recreational or educational activities. Research has shown that poverty in early childhood can prove to be a handicap for life. Studies have revealed that many children under the age of five, living in poverty, annually fail to reach their full cognitive and social potential and do not have the necessary knowledge, skills and attitude to engage effectively in formal schooling once entering Grade 1. In the light of this, parents are in a key position to establish a suitable environment and to provide experiences during the early childhood years, whereby their young children can grow and develop to reach their fullest potential. This study is aimed to determine the way parents from disadvantaged backgrounds perceive their role, in their children’s early development and preparation for school. A selected group of parents of preschool children from disadvantaged communities in an area northeast of Tshwane participated in focus group discussions. Through the information obtained from the study, crucial limitations and needs regarding parenting and school preparation were identified. Based on these findings, the necessity for an effective and helpful parental guidance and intervention programme for these disadvantaged communities were recognized. If parents become more knowledgeable about early childhood development and school readiness, by expanding and improving their parenting skills, they might largely improve the development and learning abilities of their preschool children. It is therefore recommended that this study forms the foundation in the development of an intervention programme, which addresses the needs of these parents and provides support to equip them in their roles, in preparing their preschool children for school. / Early Childhood Education and Development / M. Ed. (Specialisation in Guidance and Counselling)

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)

This thesis addresses the socio-cultural configurations in Liberia in relation to climate resilient development and feminist foreign policy carried out by the Embassy of Sweden in Monrovia. It builds on the intention to explore potential points of integration between the feminist foreign policy with the construction of climate adaptation capacity. Research on climate adaptation actions demonstrates the need to engage more deeply with vulnerability contexts and embed the implementation process in local practice, value and experience. This study explores Liberian society as a case study to examine how feminist foreign policy and climate resilient development can be incorporated fit to the socio-cultural configurations. Methodologically, the study adopts an ethnographic framework. It draws on Butler’s performative notion of gender (1990, 1999, 2007) and ecological masculinities developed by Hultman and Pulé (2021) along with theories of environmental femininity by Bob Pease (2019). Empirically, the study is based on fieldwork in the form of participant observation, ethnographic interviews and document analysis.The results suggest that socio-cultural configurations are permeated by a patriarchal structure with traditional beliefs that householding tasks are linked to female obligations, leading to a disparity in responsibilities and accessibility to cultural activities. Stereotypical notions of masculinity are based on heteronormative assumptions that men should demonstrate dominance, self-reliance, and restrain emotions. The empirical work signifies that Liberian norms of masculinity lead to a reluctance to cooperativeness, block societal development and lead to unnecessary individual suffering. The culture is concluded to be centered around men, while women take a larger workload in key societal activities. Citizens experience that the state doesn't recognize them as equal participants, therefore forfeiting the opportunity to foster vital social capital that could enhance both state legitimacy and the effectiveness of public service delivery. The results illustrate the importance of considering citizens of marginalized areas as stakeholders in decision-making to enable engagement in development processes. Citizens from marginalized areas have their own underlying logic and views of the world. The thesis concludes that the socio-cultural configurations not just produce possible integration between climate resilient development and feminist foreign policy, but even forces the two to be pursued as interdependent processes. Advancing climate resilient development and feminist foreign policy in an integrated manner is thought to increase each other’s effectiveness and achieving them is possible when interdependence is leveraged. This thesis argues that the inauguration of female leadership and changing the perception of what masculinity stands for are the most distinctive points of integration in Liberian socio-cultural configurations. The thesis concludes seven possible procedures for the Embassy of Sweden in Monrovia to achieve climate resilient development aligned with the existing feminist objectives: 1. Include landownership in female empowerment strategies. 2. Transform masculinity normsthrough consultation-groups. 3. Focus on family configurations. 4. Work with religious leaders. 5.Embed policies in informal networks. 6. Encourage female-centered cultural activities and 7. Benefiton the knowledge of grassroots organizations to adopt an ethnographic approach. / Det här examensarbetet behandlar sociokulturella konfigurationer i Liberia och undersöker hur de kan relateras till klimatresilient utveckling och den feministiska utrikespolitik som bedrivs av Sveriges ambassad i Monrovia. Arbetet utforskar potentiella integrationsmöjligheter mellan feministiska utrikespolitik och lokal anpassning till klimatförändringar. Tidigare forskning om klimatanpassningsåtgärder visar behovet av att engagera sig i utsatta områden och förankra implementeringsprocessen i lokala erfarenheter, värderingar och beteendemönster. Med det i åtanke intenderar studien att undersöka det liberianska samhället som en fallstudie för attanalysera hur feministisk utrikespolitik och klimatresilient utveckling kan integreras med sociokulturella konfigurationer. Metodologiskt antar studien ett etnografiskt förhållningssätt där det empiriska arbetet består av fältarbete i form av deltagande observation, etnografiska intervjuer och dokumentanalys. Det teoretiska ramverket på Butlers performativa föreställning om kön (1990,1999, 2007), ekologiska maskuliniteter formulerade av Hultman och Pulé (2021) och teorier om miljöfeminism av Bob Pease (2019).Resultaten illustrerar att de sociokulturella konfigurationerna genomsyras av en patriarkal struktur som innefattar traditionella ideér om att hushållssysslor är kopplat till kvinnligt åliggande, vilket i förlängningen leder till skillnader i ansvarstagande för samhälleliga aktiviteter. Stereotypa föreställningar om maskulinitet bygger på heteronormativa antaganden om att män bör visa dominans, självtillit och emotionell tillbakadragenhet. Det empiriska arbetet påvisar att liberianska maskulinitetsnormer leder till en motvilja mot samarbete, blockerar samhällsutveckling och bidrar till onödigt lidande både för män och kvinnor. Kulturen anses vara centrerad kring män, medan kvinnor tar en större arbetsbörda i flertalet viktiga samhällsfunktioner. Resultaten visar också att medborgare upplever att staten inte ser dem som likvärdiga deltagare i samhällsprocesser. Därmed försummas en möjlighet att skapa socialt kapital som kan främja statens legitimitet och effektivitet i offentliga tjänster. Resultaten antyder att medborgare från marginaliserade områden har en egen bakomliggande logik och syn på världen. Dessa medborgare bör betraktas som viktiga intressenter i beslutsfattande för att möjliggöra engagemang i utvecklingsprocesser. Arbetet drar slutsatsen att de sociokulturella konfigurationerna inte bara producerar en möjlighet för integrering mellan klimatresilient utveckling och feministisk utrikespolitik, utan även tvingar de att implementeras som två ömsesidigt beroende processer. Att främja klimatresilient utveckling och feministisk utrikespolitik på ett integrerat sätt anses öka varandras effektivitet och att uppnå dem är möjligt först när beroendet utnyttjas. Arbetet framhåller att en ökning av kvinnliga ledare och att förändra bilden av vad maskulinitet innebär är distinkta möjligheter för att integrera klimatresilientutveckling och feministisk utrikespolitik i de liberianska sociokulturella konfigurationer. Arbetetringar in sju möjliga riktlinjer för Sveriges ambassad i Monrovia för att uppnå klimatresilientutveckling med befintliga feministiska mål:1. Inkludera markägande i strategier för jämställdhet. 2. Ändra maskulinitetsnormer genom konsultationsgrupper. 3. Fokusera på familjekonfigurationer. 4. Arbeta med religiösa ledare. 5.Förankra policies i informella nätverk. 6. Främja kvinnocentrerad kulturverksamhet och 7. Antag ett etnografiskt förhållningssätt i samråd med gräsrotsorganisationer.