Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2002 / Within the broad theoretical context provided by debates on the importance of focussing on programme teaching towards workplace-orientated goals and greater cooperation between the world ofwork and the higher education sector in order to develop work integrated curricula, this study attempted to investigate the relevance of the diploma in educare with regard to meeting the needs ofeducare centres. The study as a whole is set against the general literature on the development of the transdisciplinary curriculum that integrates the world of work with academic programmes and the development oftransdisciplinary curriculum in educare in particular. The literature that was surveyed covered the following aspects: The needs ofthe educare practitioner in the workplace, important aspects that need to be present in the Early Childhood curriculum in order for the child to learn effectively and how could the higher education sector and the workplace, work together to develop a balanced curriculum that is offered to the educare practitioners at the institutions. Along with this investigation quantitative as well as qualitative data were collected about the curriculum that is offered to potential educare practitioners by means of questionnaires, interviews and focus group interviews. The conclusion drawn from the findings of the literature survey and the investigation is that the integration of theory and practice in the teaching and learning processes should be encouraged if the development and professional growth of students are to be achieved, and more interaction should take place between the higher education sector and the workplace in order to increase the performance levels of students and their employability in the workplace. The present study therefore, is an attempt to encourage the integration oftheory and practice and collaborative efforts between higher education institutions and the worklllace in curriculum development and is in line with the new South African curriculum that places emphasis on the relevance of education to the needs ofthe workplace and to the lives of South Africans.

Thesis (Ph.D. (Social Work)) -- University of Limpopo, 2021 / The purpose of this study was to explore and describe the impediments of the ECD programme with the intention to develop an integrated strategy. The study was qualitative. The study used applied research. Within the context of applied research, exploratory-descriptive a" multiple-case study research design was utilized to accomplish the goal of the study." In this study, the researcher" utilized two sets of the population to participate in the study. The study used "non-probability sampling and, specifically, purposive sampling. The criteria to select the participants were used. The participants included in the study were, Early "Childhood development Practitioners and social workers coordinating the ECD programme in Vhembe District Municipality. The focus group interviews and one-to-one individual interviews (structured one-toone interview) was used to collect data from the participants. Data were analysed using thematic analysis. The study findings revealed that ECD centres have different types of impediments that affect the smooth-running of the ECD programme. The following are issues that impede the proper implementation of the ECD programme in Vhembe District Municipalities: infrastructure (e.g. no running water, no electricity and no proper building), poor financial support from the government, lack of resources within the centre, lack of community support and inadequate financial support by local businesses. The findings reveal that other ECD centres were established without basic training by the government. The study found that ECD centres admit children that exceed the expected number. Secondly, the ECD practitioner-child ratio was not considered. The study revealed that ECD practitioners from all municipalities showed different perceptions and attitudes towards services that are rendered, which is also based on the treatment that they get from social workers and the poor support received from the parents of the children. The study also found that ECD centres are being monitored by three different offices, the district office; NPO, and the local social worker. An ECD integrated strategy was developed to address the impediments that impact the proper implementation of the ECD programme. / National Institute for the Humanities and Social Sciences (NIHSS)

Summaries in Afrikaans and English / The aim of this study is to investigate the developmental deficits among milieu disadvantaged pre-schoolers in a multicultural learning environment and to identify the cause of these deficits. The availability of school readiness programmes and whether these programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated. In the light of the theoretical and empirical research it appears that the profile of milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings are experienced with regard to the following developmental aspects: Emotional Physical Cognitive Social, moral and aesthetical development According to the theoretical and empirical research these developmental deficits are caused by factors due to the home environment, the school as well as socio-demographic and socio-economic factors. From the research recommendations regarding the following were generated: The parents The pre-primary school The primary school The Department of Education Further researchSee file / Die doel met die onderhawige studie is om te bepaal watter ontwikkelingstekorte by milieubenadeelde kleuters in 'n multikulturele leeromgewing voorkom en om die faktore te identifiseer waardeur hierdie tekorte veroorsaak word. Daar word 'n breedvoerige blik gewerp op beskikbare leergereedheidsprogramme en in hoe 'n mate dit die ontwikkelingstekorte van milieubenadeelde kleuters aanspreek. Aan die hand van die literatuurstudie en 'n empiriese ondersoek blyk dit dat die beeld van milieubenadeelde kleuters besig is om te verander. Ontwikkelingstekorte word veral ten opsigte van die volgende aspekte ervaar: Emosionele Fisieke Kognitiewe Sosiale, morele en estetiese ontwikkeling Uit die literatuurstudie en die empiriese ondersoek blyk dit dat bogenoemde ontwikkelingstekorte veroorsaak word deur huislike, skolastiese, sosio-demografiese en sosio-ekonomiese faktore. Uit die ondersoek word aanbevelings ten opsigte van die volgende gegenereer: Die ouerhuis Die pre-primere skool Die primere skool Department of Education Verdere navorsing / Psychology of Education / M. Ed. (Sieklundige Opvoedkunde)

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

This study was conducted in order to assess the effects of creative stimulation in early childhood. The quantitative quasi-experimental study was set out to test a target group of 8 children in grade R, ranging in age from five to six years, to determine the importance of stimulation and intervention of creativity from a young age. A pre-test, evaluated the initial level of each child’s creative skills in fluency, flexibility and originality. This was followed by selecting one class as the experimental group and another class, from the same demographical location, as the control group. The experimental group underwent a six-week intervention programme which focused on the primary concepts in each area of fluency, flexibility and originality. Both groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children was significant and that there was a great difference in the abilities and understanding of concepts in those children whohad been stimulated. / Teacher Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / The aim of this study is to investigate the developmental deficits among milieu disadvantaged pre-schoolers in a multicultural learning environment and to identify the cause of these deficits. The availability of school readiness programmes and whether these programmes fulfil in the needs of milieu disadvantaged pre-schoolers are investigated. In the light of the theoretical and empirical research it appears that the profile of milieu disadvantaged pre-schoolers is in a process of change. Developmental shortcomings are experienced with regard to the following developmental aspects: Emotional Physical Cognitive Social, moral and aesthetical development According to the theoretical and empirical research these developmental deficits are caused by factors due to the home environment, the school as well as socio-demographic and socio-economic factors. From the research recommendations regarding the following were generated: The parents The pre-primary school The primary school The Department of Education Further researchSee file / Die doel met die onderhawige studie is om te bepaal watter ontwikkelingstekorte by milieubenadeelde kleuters in 'n multikulturele leeromgewing voorkom en om die faktore te identifiseer waardeur hierdie tekorte veroorsaak word. Daar word 'n breedvoerige blik gewerp op beskikbare leergereedheidsprogramme en in hoe 'n mate dit die ontwikkelingstekorte van milieubenadeelde kleuters aanspreek. Aan die hand van die literatuurstudie en 'n empiriese ondersoek blyk dit dat die beeld van milieubenadeelde kleuters besig is om te verander. Ontwikkelingstekorte word veral ten opsigte van die volgende aspekte ervaar: Emosionele Fisieke Kognitiewe Sosiale, morele en estetiese ontwikkeling Uit die literatuurstudie en die empiriese ondersoek blyk dit dat bogenoemde ontwikkelingstekorte veroorsaak word deur huislike, skolastiese, sosio-demografiese en sosio-ekonomiese faktore. Uit die ondersoek word aanbevelings ten opsigte van die volgende gegenereer: Die ouerhuis Die pre-primere skool Die primere skool Department of Education Verdere navorsing / Psychology of Education / M. Ed. (Sieklundige Opvoedkunde)

The Reception Year (Grade R) classroom is the educational setting for lifelong learning to take place. The Reception Year teacher is primarily involved in equipping the young child with care and education. Quality education calls for trained teachers with diverse, intense training; teachers who would use their knowledge, skills and attitudes to lead the child to ultimately reach his/her full potential in the classroom setting through the curriculum. This study investigates what constitutes and influences quality teaching in the Reception Year classroom. The investigation includes a literature review and empirical research using quantitative research approaches and expands on the role of the Reception Year teacher with regards to the child in totality, Grade R curriculum and outcomes-based education. Findings show that teachers with specialised qualifications in early childhood education bring to the Grade R classroom relevant skills, knowledge and attitudes that affect the young child’s developmental needs. / Teacher Education / M.Ed. (Didactics)

This study was conducted in order to assess the effects of creative stimulation in early childhood. The quantitative quasi-experimental study was set out to test a target group of 8 children in grade R, ranging in age from five to six years, to determine the importance of stimulation and intervention of creativity from a young age. A pre-test, evaluated the initial level of each child’s creative skills in fluency, flexibility and originality. This was followed by selecting one class as the experimental group and another class, from the same demographical location, as the control group. The experimental group underwent a six-week intervention programme which focused on the primary concepts in each area of fluency, flexibility and originality. Both groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children was significant and that there was a great difference in the abilities and understanding of concepts in those children whohad been stimulated. / Teacher Education / M. Ed. (Psychology of Education)

The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.

Early childhood development centres play a major role in supporting the development of children from zero to six years. For sustainability and strengthening ECD Centres funding is provided by government departments, municipalities and the private sector. The City of Tshwane is funding a number of ECD centres in Mamelodi. The CoT has clear guidelines, policies and procedures outlined in the funding strategy. The challenge faced by the CoT is the compliance and accountability of the funded ECD centres. Utilizing the qualitative approach, this study communicates the challenges faced by the eight Mamelodi ECD centres in keeping to the allocated line items outlined by the CoT funding strategy. The study describes the status of compliance of these centres. It further outlines the CoT funding processes, the ECD managers’ understanding, concerns and reasons behind the lack of compliance. Based on the findings, the study makes recommendations for practice, policy and further research studies. / Social Work / M.A. (Social Work)