Philosophiae Doctor - PhD / Early learning opportunities in South Africa are both inaccessible and unequal in quality due to facility and household-level factors. With minimal resources, Early Childhood Development (ECD) facilities in poor communities provide low-quality ECD services to children. Part of the reason that ECD facilities are under-resourced and of poor quality is their inadequate funding. The disparity in quality means that poor children may still lag behind children who have had access to high-quality, well-resourced ECD facilities. Beside facility-level factors, the process of early learning is also influenced by household factors. Studies have found that low-cost stimulations such as storytelling, singing and playing with household objects can be used as tools to promote early development within the confines of the household.

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This collective case study examined the factors affecting the collaborative relationship between teachers and early childhood educators (ECEs) teaching together in elementary schools as Early Learning Teams in the first year of implementation of full-time kindergarten in Ontario. There are six major adjustments required concurrently by the Ontario government’s new policy in all kindergarten classrooms: team-teaching (sharing instruction, not just classroom management); supporting ECEs as new staff; changing from theme-based to inquiry-based; balancing the School District’s literacy goals with provincial play-based curriculum; double the instructional time, and the increased number of children in the classroom (up from 19 to 24-30). Two of the four classrooms studied in a rural Ontario school district were full-day, every day kindergartens (FDK) for 4 and 5 year olds and the other two were alternate full-days. Data were collected through classroom observations and interviews with principals, kindergarten teachers and ECEs. Case study theory guided the collection and analysis of data with open coding of transcripts, active code notes and memos to help answer the question of how to best implement FDK programs in Ontario. Results indicated that the FDK Team relationship itself enabled and constrained classroom instructional strategies, which would in turn have an impact on student outcomes. Collaborative practice involved a process that was affected by both internal factors (such as teacher foreknowledge of ECE skills), and thirteen external factors which arose from government and school district mandates, as well as practices of the school principal. Examples are: planning time, pay differential, hiring practices and adjusting to the new curriculum at the same time as the team adjusts to team teaching. The collaboration of more than 9,500 teacher and ECE teams is key to the success of Ontario’s new full-time early learning program. The education sector needs to adopt the long-established business practice of supporting team development through recognizing progressive teaming stages, such as those identified by Tuckman (1965). Recommendations are made for principals, school districts offices, government policy, FDK teachers, ECEs, and colleges that provide ECE training. A mnemonic for the four attributes evident in high-functioning collaborative integrated teaching teams (RISE) is proposed.

This collective case study examined the factors affecting the collaborative relationship between teachers and early childhood educators (ECEs) teaching together in elementary schools as Early Learning Teams in the first year of implementation of full-time kindergarten in Ontario. There are six major adjustments required concurrently by the Ontario government’s new policy in all kindergarten classrooms: team-teaching (sharing instruction, not just classroom management); supporting ECEs as new staff; changing from theme-based to inquiry-based; balancing the School District’s literacy goals with provincial play-based curriculum; double the instructional time, and the increased number of children in the classroom (up from 19 to 24-30). Two of the four classrooms studied in a rural Ontario school district were full-day, every day kindergartens (FDK) for 4 and 5 year olds and the other two were alternate full-days. Data were collected through classroom observations and interviews with principals, kindergarten teachers and ECEs. Case study theory guided the collection and analysis of data with open coding of transcripts, active code notes and memos to help answer the question of how to best implement FDK programs in Ontario. Results indicated that the FDK Team relationship itself enabled and constrained classroom instructional strategies, which would in turn have an impact on student outcomes. Collaborative practice involved a process that was affected by both internal factors (such as teacher foreknowledge of ECE skills), and thirteen external factors which arose from government and school district mandates, as well as practices of the school principal. Examples are: planning time, pay differential, hiring practices and adjusting to the new curriculum at the same time as the team adjusts to team teaching. The collaboration of more than 9,500 teacher and ECE teams is key to the success of Ontario’s new full-time early learning program. The education sector needs to adopt the long-established business practice of supporting team development through recognizing progressive teaming stages, such as those identified by Tuckman (1965). Recommendations are made for principals, school districts offices, government policy, FDK teachers, ECEs, and colleges that provide ECE training. A mnemonic for the four attributes evident in high-functioning collaborative integrated teaching teams (RISE) is proposed.

Additional information available on a CD stored at the Merensky Library.The purpose of this study was to explore the concept of quality in early learning centres which could serve as the groundwork for the development of an early learning quality assurance framework in South Africa. The data used reflects different beneficiaries‘ experiences of quality in early learning centres. The unique contexts of, and situations at early learning centres were considered. A theoretical framework, based on Woodhead‘s model on quality development, informed the study. The framework consists of input (structural), process and outcome quality indicators. In this explanatory instrumental case study framed within social constructionism, the researcher partnered with 235 teachers, 235 mothers and 235 teacher students from a middle income group, to generate mixed method data using surveys, as well as interviews and reflective journals in a statistical and thematical analysis. Beneficiaries‘ conceptualisations of quality mirrored accepted norms of quality in early learning centres. Beneficiaries indicated the following as indicative of quality: children‘s social-emotional well-being and holistic development, a normative foundation for values and respect, effective infrastructure and accountable learning. Aspects regarded as quality indicators by beneficiaries were available at early learning centres. In this regard early learning centres provided more indoor than outdoor facilities. The latter were mostly static outdoor structures which could negatively impact on sensory- and motor development. The promovenda developed a draft quality assurance framework based on the following criteria: school climate, infrastructure, curriculum, communication, teacher competence, learning environment, and support services. The findings show that aspects perceived by beneficiaries as quality indicators in an early learning centre are predominantly process indicators and hard to ‗measure‘ in a quantitative way. A quality school climate enables emotional and social well-being. In this regard, the findings suggest that for the beneficiaries quality concerns were not about that which early learning centres have provided in terms of facilities (input indicators), but rather about centres that promote children‘s holistic well-being. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Thesis (Ph.D. (Language Education)) --University of Limpopo, 2018 / Despite the introduction of a number of educational policies and measures (for example, the Foundation for Learning Campaign, the National Reading Strategy (2008), Integrated National Literacy and Numeracy Strategy (INLNS) (Department of Basic Education, 2011), Certificate in Primary English Language Teaching (CiPELT)) in 2012-13 to increase the quality of education during and over twenty three years of democracy in South Africa, there are still problems with regard to reading levels of rural South African learners in the intermediate phase. The in/ability to read at grade level, still persist even after the introduction of teaching of English as a subject from Grade 1 in all schools as prescribed by CAPS. Available literature on reading in/abilities in South African schools concedes that the problem lies in the primary schools. The aim of this study was to investigate and determine an effective approach to teaching reading skills in the intermediate phase. I employed convergent parallel design as both the quantitative and qualitative strands were used concurrently and equally. The convergent parallel design is suitable for this study as it allows me to compare and contrast quantitative statistical results with qualitative findings for corroboration and validation purposes. The four main approaches which are; Phonemic awareness, Read-aloud, Shared Reading and Guided Group Reading were tested through the employment of an intervention administered to individual groups of grade 4 learners applying a particular approach for seven weeks. In the light of the aim of the study, it is clear from data presentation that Read-aloud approach yielded better results in terms of developing and promoting reading skills in the rural intermediate phase. Results of post-intervention comprehension test show that the Read-aloud group had remarkable improvement in terms of the number of learners who could read at an acceptable level. Teachers’ experiences about an effective approach were explored through the questionnaire and interviews; and their responses corroborated findings from learners’ post-intervention comprehension test. Nevertheless, Group Guided Reading should not be ignored as the group that was taught reading using this approach had significant improvement that was corroborated by teacher participants’ responses in both the questionnaire and interviews. Thus, in this study I argue that Read-aloud promote and develop reading skills in the rural intermediate phase.

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<p><strong>Background –</strong> Universal family drop-in centres (drop-ins) are open to all children between the ages of zero and six and their carers regardless of ethnoracial make up and socioeconomic status. Provincially-funded drop-in centres offered by Aboriginal organizations address the need for culturally sensitive services for urban Aboriginal children (UAC) meanwhile promoting early learning opportunities for all children. Knowledge of factors that influence Aboriginal carers’ use of a culturally sensitive drop-in centre will inform policy-makers about the structures and resources required to ensure equitable access to drop-in centres for UAC.</p> <p><strong>Objectives – </strong>A pilot study to: 1) assess the feasibility of identifying and recruiting UAC with children between the ages of zero and six for optimal identification of the population in need of services; 2) describe the factors that influence the use of an Aboriginal early learning drop-in centre by carers of UAC between the ages of zero and six as perceived by service providers, users of the service, and non-users.</p> <p><strong>Methods –</strong> A qualitative descriptive study was conducted. A purposeful sample of 12 participants was selected. All service providers were invited to participate. Snowball sampling was used for users; convenience sampling was used for non-users. Semi-structured interviews with all participants were used to collect data. Directed content analysis was used with the Availability-Affordability-Acceptability framework for access to services to analyze interview data. Interviews between groups were compared and contrasted to confirm findings. During the research process, field notes of observations and reflections were recorded to address feasibility issues.</p> <p><strong>Results –</strong> Of the 12 eligible carers approached, 10 carers consented. Of the ten, nine carers were interviewed (4 users; 5 non-users). Recommendations for large-scale study protocol were: use of three categories of carers (current users; previous users; non-users); include non-Aboriginal carers of UAC in the sample population; recruit carers who live in the same neighbourhood where the service is located; provide detailed instructions for recruitment to gatekeepers. Key findings of the factors influencing use of the service were proximity of service to carer’s home, the carer and child having unstructured time, the type of Aboriginal-based content offered at the service, the carer’s trust of service providers, presence of social support, and carer’s sense of safety.</p> <p><strong>Conclusions –</strong> This pilot study suggests that conducting a large-scale study to identify factors that influence the use of an Aboriginal-based universal family drop-in centre as perceived by carers of urban Aboriginal children and service providers of the service is feasible with some methodological modifications. Recommendations for change are outlined.</p> <p><strong><br /></strong></p> / Master of Science (MSc)

Propolis – Creating and using an immersive 2D honey bee environment to educate children between the ages of 3-10, about the importance of honey bees. This capstone project will showcase this researcher's skills in graphic design, spatial sound, architecture, exhibition design, and character illustration. Within this structure, individuals will be able to observe, determine, and make comparisons between a healthy bee colony and one that is fragile and dying. / Master of Fine Arts / "Honey bees have been on the decline. As of 2016, eight species of bees made it on the United States (U.S.) endangered species list. It reported that the decline of pollinators is due to industrial agriculture, parasites, pathogens, and climate change" (Contributors 2020). The loss of habitat and lack of nectar is due to monocultures and bee-killing pesticides. These are significant threats to honey bees and wild pollinators. There is a need for good, clean food providing for a healthy existence for the honey bee. When bees have proper nutrients, the result is a healthy hive that gives mature bees a better chance to fight off diseases. To showcase the life of a honey bee, this researcher created an immersive environment that simulates a hive structure. The structure, along with the motion graphics and critical takeaway printed pieces, is to help children between the ages of 3-10 understand the importance of honey bees. By comparing healthy and unhealthy bees in their natural habitat in an illustration format, the children could empathize with the honey bees. Hopefully, they will one day change the fate of these amazing creatures. The immersive environment will emulate a spatial audio, 2D character illustration, and animation projected onto a honeycomb structure. Custom seed packets and a brochure will accompany the immersive environment to allow the children to plant a bee-friendly garden and to learn more about the honey bees. This capstone project will showcase the researcher's skills in graphic design, spatial sound, architecture, exhibition design, and character illustration. This structure will allow individuals to observe, determine, and make comparisons between a healthy colony and one that is fragile and dying.