In this qualitative research study I explored Grade R teachers’ perceptions of early childhood development and how these impact on their classroom practice. Using an early childhood theoretical framework which was predominately informed by developmental and socio-cultural perspectives I interrogated teachers’ understandings of children, quality classroom practice and early childhood contexts. Although the literature acknowledges the contested nature of quality within the ECD/Grade R context, research evidence indicates that the role of the teacher is pivotal if education is to be successfully realized in the early years. This notion of quality embraces particular aspects of practice such as managing the classroom environment, being able to engage children in the learning process through a process of sustained shared thinking and supporting learning in a variety of different contexts. Furthermore, good practice is informed by an in-depth understanding of contemporary issues embedded in socio-cultural contexts of children and families. Within the South African context Grade R is a problematic year despite being the first year of the Foundation Phase. Policy documents informing practice are ambiguous, Grade R teachers are not required to have a formal teaching qualification and they are not afforded the same conditions of service as other teachers. All these factors have served to marginalize the Grade R teacher. The research sample comprised twelve teachers from ten schools who were purposively selected from GDE and free standing community Grade R classes. An important selection criterion was a willingness to be involved in the project. In this multiple case study data were collected through classroom observations, interviews, critical incidents and documentary evidence. The research findings were first analysed according to three broad themes and then further interrogated through three knowledge positions identified by Mac Naughton, (2003) as conforming, reforming and transforming positions. iv Key findings revealed that although participants could not be definitively situated in any one of the three knowledge positions their practices were largely conforming; with few teachers using aspects of reforming practice. This study is significant within the South African context in that it shows similar findings to those of research done by Nias (1985) and Anning (1991) relating to teachers’ perceptions of themselves and their practice. Teachers perceived themselves as being kind, caring and loving individuals who placed the welfare of children in their care ahead of academic considerations. They all intimated that they followed a constructivist orientation, but found it difficult to articulate a deep understanding of practice. In fact they displayed limited understanding of how in the early years teaching and learning can be realized through a pedagogy of play. A gap was revealed between teachers’ espoused theories and their theories-in-use which were predominately didactic in orientation. The study showed the impact of current constraints of the Education Department. Given these constraints the role of South African universities should be to deepen both theoretical and practical insights into early years pedagogy through appropriate teacher-focused interventions.

Background: Excessive media usage affects children’s health. This study investigated associations between children’s and mother’s media use, parent-child interactions, and early-childhood development outcomes. Methods: 296 healthy 2- to 5-year-old preschoolers (52.4% male, mean age = 3.5) and 
224 mothers from the LIFE-child cohort study were analyzed. Screen times and parent-child interactions were assessed using standardized parental questionnaires. Developmental skills were investigated using the standardized development test ET 6-6-R. Results: High screen times in children (> 1 h/day) were significantly associated with lower percentile ranks in cognition (b = -10.96, p < 0.01), language (b = -12.88, p < 0.01), and social-emotional skills (b = -7.80, p = 0.05). High screen times in mothers (> 5 h/day) were significantly associated with high media use by children (OR = 3.86, p < 0.01). Higher parent-child interaction scores were significantly associated with better body motor (b = 0.41, 
p = 0.05), cognition (b = 0.57, p < 0.01), language (b = 0.48, p = 0.02) and social-emotional outcomes (b = 0.80, p < 0.01) in children. Conclusions: Public health strategies should seek to educate caregivers as competent mediators for their children’s media habits, with focus on the need for children to have frequent parent-child interactions.

Poverty is a global concern and the implementation of a quality early childhood development (ECD) programme is one of the most powerful ways of breaking the poverty cycle. Although research has been done regarding ECD centres in impoverished, marginalised and predominantly black communities (informal settlements), there is little, if any, similar research regarding predominantly white settlements. The purpose of this narrative study is to explore and understand the experiences of ECD practitioners regarding their work in impoverished and marginalised predominantly white communities. I, therefore, conducted this study from a social constructivist paradigm. The participants constructed their realities based on their lived experiences and interaction with others. The experiences of the participants were also influenced by their entire ecological system – their everyday experiences in their work and lives, as well as more distal influences for example South-Africa’s socio-political dispensation and cultural influences. Consequently the study was framed within the Ecological Systems Theory of Bronfenbrenner. I collected data through narrative interviews with two participants (ECD practitioners), and through field notes from observations, documents, photographs and artefacts. From the coded data, four main themes emerged – social and personal experiences, experiences concerning place, experiences with camp leadership and experiences concerning support infrastructure. These themes will be useful to determine the kind of support that practitioners need to ensure the quality of ECD programmes to support the optimal development of the children. / Armoede is ʼn globale probleem en kwaliteit kleinkinderontwikkelingsprogramme (KKO-programme) is een van die kragtigste maniere om die armoede-siklus te verbreek. Alhoewel daar navorsing omtrent KKO-sentra in verarmde en gemarginaliseerde oorwegend swart gemeenskappe (informele nedersettings) gedoen is bestaan daar min, indien enige, soortgelyke navorsing in oorwegend blanke nedersettings. Die doel van hierdie narratiewe studie is om die ervarings van KKOpraktisyns in hulle werk in verarmde en gemarginaliseerde oorwegend blanke nedersettings te ondersoek en te verstaan. Daarom het ek hierdie studie vanuit ‘n sosiaal-konstruktivistiese paradigma uitgevoer. Die deelnemers het hulle realiteite geskep gebaseer op hulle geleefde ervarings en interaksies met ander. Die ervarings van die deelnemers is ook beïnvloed deur hulle hele ekostelsel – hulle daaglikse ervarings in hulle werk en lewens, asook verwyderde stelsels van invloed soos Suid-Afrika se sosio-politieke bedeling en kulturele invloede. Gevolglik is hierdie studie geformuleer binne die Ekologiese Sisteemteorie van Bronfenbrenner as raamwerk. Ek het data versamel deur narratiewe onderhoude te voer met twee deelnemers (KKO-praktisyns), en deur veldnotas van waarnemings, dokumente, foto’s en artefakte. Uit die gekodeerde data het vier hooftemas navore gekom – sosiale en persoonlike ervarings, ervarings met betrekking tot plek, ervarings met kampleierskap en ervarings rakende ondersteuningsinfrastruktuur. Hierdie temas sal bruikbaar wees om die soort ondersteuning te bepaal wat praktisyns benodig om ʼn kwaliteit KKOprogram te verseker om sodoende die optimale ontwikkeling van die kinders te ondersteun. / Early Childhood Education / M. Ed. (Socio-Education)

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pregrade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (preprimary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pregrade one education for the five to six years old children in light of their human right to education. / PhD (Education Law), North-West University, Potchefstroom Campus, 2015

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. / Inclusive Education / M. Ed. (Inclusive Education)

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)

This study on parent involvement in Early Childhood Development in KwaZulu Natal investigates the experiences of educators and parents of the different types of parent and community involvement as set out in the Epstein typology. In order to investigate this phenomenon a thorough background of the theory and practice of the Epstein model has been provided. In addition the work of other researchers that support the Epstein typology of parent involvement forms an integral part of the discussions. As parent involvement is the key focus of the study, parent involvement in education before and after 1994 are discussed. In this regard relevant educational policy and legislation that are designed to increase the role of parents and the community in Early Childhood Development are highlighted. Parents' role in the provision of Early Childhood Development is explored. The provision of Early Childhood Development in KwaZulu Natal, which provides a backdrop for the investigation, is explained. In addition contextual factors that influence parent involvement in KwaZulu Natal are provided. The research methodology and the research design used in this study are described in detail. By means of a qualitative approach the experiences of a small sample of educators and parents in Early Childhood Development are explored using the six types of parent involvement that include parenting, communicating, volunteering, learning at home and collaborating with the community as set out in Epstein's comprehensive model. The experiences of educators and parents of Grade R learners of the six types of involvement have been included. Although all schools engage in some form of parent involvement, it is evident that not all schools involve parents in all types of parent involvement to the same extent. The study concludes with recommendations for developing strategies to involve parents more effectively in Early Childhood Development in KwaZulu Natal. / Educational Studies / D. Ed. (Comparative Education)

Thesis (MPA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: There is a rising groundswell of citizens globally questioning the equity, integrity and sustainability of the philosophies, values and institutions inherited from the 20th century. The continuum of civil disobedience has increased over time; sit ins, community unrest, uprisings and finally revolutions have marked this first decade of this new age. People are voicing their disillusionment with increased frequently, impatience and violence globally calling for the creation of a world which, in Freire’s words, is “menos feio, menos malvado, menos desumano [less ugly, less cruel, less inhumane] (Mayo, 2003:42). President Jacob Zuma at the 14th Nedlac Annual Summit in September 2009 called for a “stronger social dialogue underpinned by a sense of cooperation, and responsibility will also be important if we are to avoid a situation where the recovery ends up being business as usual. We need to find new way of doing things” (Zuma, 2009a:1). Social Franchising is a relatively new concept in the service delivery discourse having recently emerged as a sub-sector of social enterprise. Social franchising is a derivative of the long established commercial franchise model with a dual purpose of generating sustainable economic returns and advancing social good by encouraging profit making not profit taking (Mseme, 2010a:1). Social franchising has been mainly operating in the NGO sector, on the Indian sub continent, accommodated in larger private or public health institution, providing women related health services into poor communities. Recent research undertaken by Mseme (2010a) has shown social franchising should be considered as a strategic option in the delivery of public service to improve citizens development, promoting new venture creation and strengthen the developmental state at local level This study seeks to make a contribution to the limited local government body of knowledge by developing an appropriate social franchising governance model. This model aims to accelerate accessible and sustainable public community development services generally and early childhood development in particular at local level by delivering on the two primary national priorities of poverty alleviation and quality education provisioning. This study merges a number of key issues that are substantive in determining the future well being of South Africa and all of her citizens namely; affordable, universal and comprehensive service delivery, equitable quality education and cognitive development of young children and increased economic participation and wealth generation especially in marginalised and vulnerable communities within the context of the developmental state. This study is guided by a postmodernist philosophy and stems from a transformative and emancipatory approach applying Paulo Freire’s pedagogy and politics of hope that is not meant to consolidate “what is” but is driven by a vision of “what should and can be” (Mayo, 2003:42).This research has applied both empirical and non – empirical design with a mixed qualitative and quantitative component. The areas of non –empirical study were determined by the theoretical framework which focuses on developmental state, developmental local government, public service management, partnership service delivery mechanisms, early childhood development and small enterprise development. The research findings arising out of the empirical ECD needs assessment survey and case study were further explored and tested in semi structured interviews with political decision makers, policy makers, policy drafters and policy experts. This study has designed a social franchise governance model for the delivery of ECD at local government level. Its implementation however is premised on a shift of public administration mindset from bureaucracy to innovation, a shift of public policy from government as sole provide to facilitator of services, a shift from survival partnerships to delivery partnerships by desire and a change of citizens attitude from dependency to self development. / AFRIKAANSE OPSOMMING: Wereldwyd bevraagteken inwoners toenemend die billikheid, integriteit and volhoubaarheid van filosofiee, waardes en wette vanuit die 20ste eeu. Wetteloosheid het toegeneem oor ‘n tydperk. Opstand en eintlik revolusies is kenmerkend in die eerste dekade van die nuwe era. Mense spreek hulle ontnugtering toenemend op ‘n gereelde basis uit, wat uiteindelik aanleiding gee tot ongeduld en geweld. Wereldwyd is mense op soek na ‘n samelewing wat soos Freire dit beskryf “menos feio, menos malvado, menos desumano (minder haatlik en onmenslik) (Mayo, 2003:42). Tydens die 14de NEDLAC Jaarlikse Konferensie gedurende September 2009 het President Jacob Zuma die balangrikheid van sterker sosiale dialoog gegrond op samewerking en verantwoordlikheid beklemtoon ten einde ‘n situasie van besigheid soos gewoonlik te voorkom. Hy het mense aangemoedig om vorendag te kom met nuwe manier om dinge te doen.(Zuma, 2009a:1) Sosiale agentskap is ‘n relatiewe nuwe konsep in die lewering van dienste wat ontstaan het vanuit die sub-sektor sosiale ondernemings. Sosiale agentskap het voortgespruit vanuit die kommersiele agentskaps model met ‘n tweeledige doel naamlik die skepping van volhoubare ekonomiese inkomste en die bevordering van sosiale goedere deur die aanmoediging van die maak van winste en nie die neem van winste nie (Mseme, 2010a:1) . Sosiale agentskappe het primer voorgekom in nie-regerings organisasies, groot privaat of publieke gesondheids instansies en die verskaffing van gesondheids dienste aan vroue in die armer gemeenskappe. Huidige navorsing deur Mseme (2010a) bewys dat sosiale agentskappe oorweeg moet word as ‘n strategiese opsie in die lewering van openbare dienste om die onwikkeling van inwoners te verbeter, om die skepping van nuwe projekte te bevorder sowel as die versterking van die ontwikkelende staat op plaaslike regeringsvlak. Deur die ontwikkeling van ‘n toepaslike sosiale agentskaps bestuurs model beoog die studie om ‘n bydrae te maak tot die beperkte beskikbare inligting oor plaaslike regering. Die model streef daarna om toeganklike volhoubare openbare gemeenskaps onwikkelende dienste in die algemeen te lewer sowel as spesifiek dienste rondom vroee kinder ontwikkeling op plaaslike regerings vlak. Hierdie oogmerk van die model is gebaseer op die nasionale prioriteite van werkskepping en die voorsiening van kwaliteit onderrig. Die studie kombineer ‘n aantal belangrike sleutel dimensies in die bepaling van die voortbestaan van inwoners van Suid-Afrika, naamlik bekostigbaarheid, universele en omvattende dienslewering, gelyke kwaliteit onderrig, die kognitiewe ontwikkeling van jong kinders, toenemende ekonomies deelname, en die ontwikkeling van rykom spesifiek in marginale kwesbare gemeenskappe binne die konteks van ‘n ontwikkelende staat. Die studie is gebaseer op ‘n post-moderne filisofie and spruit voort vanuit ‘n transformerende en moderne benadering deur die toepassing van Paulo Freire’s opvoedkundige aard sowel as politieke hoop wat nie bedoel is om “die wat is” te konsolideer nie, maar wat voort gedryf word vanuit ‘n visie “wat moet en kan gedoen word” (Mayo, 2003:42). Die nie-empiriese studie is gabaseer op ‘n teoretiese raamwerk wat focus op die ontwikkelende staat, ontwikkelende plaaslike regareings, staatsdiens bestuur, ‘n vennootskap dienslewrings meganisme, vroee kinder ontwikkeling and klein sake ondernemings ontwikkeling. Beide empiriese en nie-empiriese ontwerpe is gebruik met ‘n kombinasie van kwalitatiewe and kwantitatiewe komponent. Die bevindinge vanuit die navorsing spruit voort uit die empiriese vroee kinder ontwikkelings behoefte bepalings studie. ‘n Gevalle studie is ook verder gebruik en getoets deur semi-gestruktureerde onderhoude met beleidmakers, en beleids deskundiges. Die studie het ‘n sosiale agentskaps bestuurs model ontwikkel vir die lewering van vroee kinder ontwikkeling op plaaslige regerings vlak. Die implementering van die model is gabaseer op ‘n aantal veranderinge van denkwyses naamlike vanaf publieke administrasie opinie van burokrasie na innovasie, vanaf openbare beleid dat die regering die enigste verskaffer van dienste is na die fasilitering van dienste, vanaf oorlewings vennootskappe na vennootskappe wat gehalte dienste lewer en laaste ‘n verandering van ‘n aghanklikheids houding na self ontwikkeling.

It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012