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'n Selfontwerpte stimuleringsprogram vir milieu-gestremde kleutersRossouw, Lorna 18 February 2014 (has links)
M.Ed. (Educational Psychology) / Please refer to full text to view abstract
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Implications of public funding for early learning in South Africa: a case of Ekurhuleni metropolitan municipality in GautengLeshoele, Moorosi January 2016 (has links)
A Master’s degree research report presented in partial fulfilment for the award of Master of Management in Public Policy
At
University of the Witwatersrand, Wits School of Governance / Preschool education is arguably one of the most important phases of education throughout the entire education system. This research report was aimed at exploring broad implications of dissemination of public funds (or lack thereof) in the earliest years of learning, what is generally known as Early Childhood Development Education. It found that whilst current public funding modalities have played a tremendous role in helping ECD practitioners reach more children, the magnitude of these funds and overall investments on the sector have been very little. Of the three sub-categories of ECD centres (registered, unregistered, and Grade R) sampled in this study, the latter was found to have gained the most from the recent increases (albeit small)
in funding of ECDs.
The study found that a large majority (80%) of preschool practitioners know about funding support offered by the state, however, they were not sure how it was allocated, and how they could access it. Central to the findings of this research report is the turbulent policy environment that the ECD sector has been facing due to uncoordinated interventions which only culminated into a single overarching draft national policy of 2015, which is still under scrutiny. Second to this, are the structural and operational challenges such as inadequate monitoring and evaluation of preschools by government, poor management of financial records by preschools, lack of adequate infrastructure and learning materials, and widespread red tape in registration and application of funds processes. / MT2017
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Critical review of policy and provision of pre-primary education in South Africa (1925-1994) with particular reference to the Natal provincially/departmentally controlled pre-primary system (1975- 1994).Robinson-Thurlow, Carolyn. January 1994 (has links)
The importance of quality pre-primary education is universally
acknowledged in terms of the educational, social and economic
benefits that accrue to the individual and society as a result
of this type of educational provision.
In South Africa, however, co-ordination, planning and funding of
pre-primary education has never taken place at a national level.
In terms of a policy statement made by the Minister of National
Education in 1969, the four provincial authorities were given
responsibility for the establishment and maintenance of pre-primary
education, to be developed as and when the finances of
the provinces permitted.
The provinces opted for different types of provision and so
expansion in this phase differed from place to place and almost
exclusively benefited white children. In Natal, a highly
successful system of provincially-controlled pre-primary schools
was established, staffed by teachers employed by the Natal
Education Department, whose salaries were funded by the Natal
Provincial Administration.
The money for the Natal pre-primary system did not come from the
budget of the NED alone, but was supplemented by amounts
transferred from other departments within the Natal Provincial
Administration, authorised by the Provincial Council's 'right of
virement' .
The introduction of the Tricameral System, in 1986, led to the
closure of the provincial governments and traditional sources of
funding for pre-primary education were thus removed.
Following the Government's declared commitment to move towards
'parity of provision' of education across all racially-based
education departments, a new national financing formula for
education was introduced in 1987. This consisted of a 'general
affairs' component (applicable to all race groups) and an unknown
'global factor' which was still linked to 'own affairs '
provision. It was understood that the global factors would be
equalised across race groups over a period of time. The main
'general affairs formula' was based on the number of pupils in
compulsory education and did not include pre-primary pupils.
This meant that pre-primary education did not receive funding or
an allocation of teaching posts from this formula.
The Government did not wish pre-primary education to become a
'general affair', because of the cost implications of extending
provision to all race groups. As an interim measure, funding for
existing white pre-primary education was included in the global
factor relating to education under the Department of Education
and Culture: House of Assembly.
Bearing these factors in mind, this study attempts to:
• outline the historical development of pre-primary education
in South Africa.
• describe the development of provincially-based pre-primary
education, with particular reference to the Natal
provincially-controlled system of pre-primary schools.
• document the 'less than transparent' planning and ad-hoc
decision-making that took place at a national level, as the
government sought to divest itself of responsibility for
provincially developed pre-school provision.
• consider the implications of such decision making for the
NED.
Rapid political and social changes have taken place in South
Africa in the 1990's, culminating in the election of the
Government of National Unity in April 1994. During the past two
years several policy documents on education have been published,
which include options or proposals relating to pre-primary
education. In the final chapter of this dissertation, some of the
main policy documents are reviewed and areas of consensus are
highlighted, particularly the need to:
• transform current junior. primary (first phase) education by
introducing a more activity-based, mediated learning
approach.
• establish state funded reception classes (Grade 0) for all
children in the 5 - 6 year old range.
• co-ordinate and upgrade pre-school services for the under
5's.
The importance of funding, to develop and implement this policy
vision, is stressed and the question of financial feasibility is
briefly considered.
Finally, attention is directed at the pivotal role that existing
pre-primary teachers have to play in the development and delivery
of teacher training courses (both in-service and pre-service) to
equip people to teach in the first phase (Grade 0 - Grade 3). / Thesis (M.Ed.) - University of Natal, Durban, 1994.
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Skeidingsangs by die kleuter : riglyne vir ouerbegeleidingJooste, Charmaine 13 August 2012 (has links)
M.Ed. / This study has been devoted to an investigation into a phenomenon called "separation anxiety", which manifests in some children who enter into nursery school at a very young age. The principal aim of the said investigation has been to identify possible causes for this anxiety in a bid to formulate guidelines for the parents of children suffering from this form of anxiety. An unfortunate trend in the modern-day workplace is the expectation that mothers resume their duties all too soon after the birth of their babies. In order to provide in the subsequent clamant need for child care, nursery schools and day-care centres have been obliged progressively to provide such care for ever-younger children; in fact, from as young as three months. In doing so, both parents and teachers/facilitators are confronted with the oft-times Herculean task of having to deal with a toddler who experiences anxiety upon being separated from his/her mother/father. Parents (and teachers/facilitators alike) are often left feeling utterly helpless and frustrated at being unable to allay the child's fears and anxiety. An important first step, however, is to make parents and teachers/facilitators understand that the nursery school represents, in a very real sense, the baby or toddler's first separation from the safety and security of his/her family and home environment. In view of the above postulation of the research problem, this study has commenced with the establishment of a theoretical framework within which to explore the emotional, physical and intellectual development of the young child. The said theoretical framework has subsequently been further enhanced by a study of relevant anxieties that the young child may experience.. For this purpose, an in-depth discussion has been undertaken on relevant literature on separation anxiety. The results of the research have been as follows: Parents need more detailed information on the emotional, physical and intellectual development of their children. Mothers need to be supported in their dual role of working and of being the primary educator at home. Fathers are largely absent from the education of their children. A traumatic experience, such as hospitalisation, could serve as a contributing factor to the anxiety a young child exhibits when separated from its mother. The choice of nursery school and the resident teachers/facilitators could play a deciding part in the way in which toddlers perceive their separation from their parents.
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Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City MunicipalityKeir, Charlene (Ying-Ling) January 2014 (has links)
This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
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A critical analysis of preschool educare in South Africa : towards effective provision for the preschool childAtmore, Eric January 1989 (has links)
Includes bibliography. / This study is a critical analysis of educare policy in South Africa with recommendations towards effective provision for the preschool child. The need for a radically revised policy, structure and provision system is based on the inadequacies, inefficiency and ineffectiveness of the present system. A quantitative descriptive research design is used in which use is made predominantly of secondary data and field experience of the writer. Data collection was hindered by the lack of information available and the reluctance of certain authorities to provide information as requested. The historical development of educare in South Africa is outlined. Legislation which, impacts on educare is recorded and the present education and care policies and structures are described. The extent of educare provision is quantified focusing on who is provided for and who is not. Gil's (1981) framework for Analysis and Synthesis of Social Policies is used in analysing educare policy within the Social Planning and Administration paradigm. The study contends that there is no clear unitary discernible educare policy in existence and this has resulted in fragmented structures controlling educare in this country. Particular attention is made to the ideological and value underpinnings of educare policy, structure and provision. The result is an array of services which are uncoordinated and inadequate in terms of the need and demand. The study concludes by making recommendations aimed at eliminating the inadequacies highlighted. A radically revised educare policy is proposed. A three-tier structure with defined responsibilities and functions at each level is suggested. It is the writers belief that implementation of these recommendations will contribute to the solution of problems faced in the educare field today.
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The practices of inclusive education in Grade R, Nylstroom circuit, LimpopoSambo, Tinyiko Florence 01 1900 (has links)
The Early Childhood Development (ECD) policy of White Paper 5 protects the
development right of children and to learn at an early age. In line with this, the
Inclusive Education (IE) policy of White Paper 6 (2001) acknowledges that all
children hold the potential of learning within all bands of education and they all
require support. The purpose of this research was to investigate the practices of
Inclusive Education in mainstream schools in Grade R, Nylstroom circuit, Limpopo in
South Africa. Practicing IE in Grade R classes has become a challenge because
teachers have to identify different strategies so as to accommodate the diverse
needs of all learners. According to the Department of Education (2010:22) practicing
IE needs a teacher with knowledge and skills to be able to adapt the curriculum and
use differentiated strategies to accommodate the diverse needs of all learners. Most
practitioners and teachers have not been trained to teach in IE classes; hence they
experience challenges of accommodating the diverse needs of all learners. Even
though mainstream schools with Grade R classes are being encouraged to practice
Inclusive Education, learners are not receiving the education based on their
educational needs. Based on the assumption that challenges may be caused by the
education system and other related factors, Bronfenbrenner’s ecological systems
theory and the qualitative research design were used in this study to explore the
practices of IE in selected Grade R classes in primary schools, with nine teachers
being interviewed and observed. Yin’s method of data analysis was applied and
factors affecting the practices of IE in Grade R were highlighted. The following
factors were identified: curriculum policy factor, classroom factors, parents’
involvement and collaboration with NGOs and health professionals, teaching
strategies, education matters and resources. It was recommended that Grade R
teachers needs to be trained in inclusive practices so that they can respond
appropriately to the learners’ needs. The involvement and support of parents should
be encouraged in the education of young learners so that learners could succeed in
their academic careers. / Inclusive Education / M. Ed. (Inclusive Education)
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Ontwikkelingsaanrakingsterapie met kleuters in 'n kinderhuisVan Graan, Antoinette 17 February 2014 (has links)
M.A. (Social Work) / The lack of relevant therapeutic programmes suitable for pre-school children staying in children's homes became apparent whilst the researcher was working in children's homes, as well as during discussions with colleagues. The inability of the pre-school child to converse fluently leads to a continuous search for quality interventions. In an attempt to resolve this need, two therapeutic programmes namely Viola Brody (1975) Developmental Touch Therapy Programme as well as a developmental group work programme developed by the researcher are implemented in a children's home. An exploratory, evaluating study, with two groups of four pre-school children each, are conducted in a children's home. An adapted experimental design is used to compare the results of the two groups. The children's behaviour are monitored and reported on in case studies. A singlesystem design is used to arrange the data, compare the two groups with each other and to monitor individual behaviour changes. The study is an exploratory probe into the viability / workableness and effectiveness of the two interventions with pre-school children in a children's home. The objective is to establish whether the programmes can be implemented in a children's homes and whether it will lead to a change in the general functioning of the children involved. The study concluded that both programmes is viable / workable. In addition, the Developmental Touch Therapy programme prove effective in the development of self concept as well as improving their general functionality, especially in developing positive behaviour. The developmental group work programme is marginal successful in respect of developing positive behaviour but unsuccessful in developing self concept.
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In-service teacher preparation to implement inclusive education in Grade RFerreira, Nathan 24 November 2020 (has links)
The South African government has developed various policies to promote equality and inclusivity in education. Despite all the efforts, Grade R in-service teachers seem unable to cope with inclusive education and it appears that they are not adequately prepared for inclusive education. The purpose of this study is to explore Grade R in-service teacher preparation for inclusive education in South Africa, with a view to add to existing knowledge on this topic and propose guidelines that can be used to enhance Grade R in-service teacher preparation for inclusive education. Bronfenbrenner’s ecological systems theory formed the theoretical foundation for this study. Qualitative approach was used to understand Grade R in-service teacher preparation for inclusive education. A sample group of eleven Grade R teachers were selected to provide “information-rich” data. Interviews, observations and document analysis were selected as data collection techniques. Data analysis and interpretation was a qualitative and inductive process. The findings revealed that Grade R in-service teacher preparation programmes are inadequate to prepare them for inclusive education; and they have difficulty coping with inclusive education because of insufficient translation of theory into practice and insufficient knowledge on the use of available resources for inclusive education. Curriculum differentiation should form an important aspect of teacher training. It is recommended that there should be a consultative process between all stakeholders who are involved in training of Grade R teachers. Guidelines were also proposed that could be used to enhance Grade R in-service teacher preparation programmes for inclusive education. These include preparing Grade R in-service teachers to apply curriculum differentiation in practical situations, and using teacher trainers who are knowledgeable about inclusive education in the context of the Grade R classroom. The researcher proposes that Grade R teachers be prepared so they are skilled, knowledgeable and confident to transfer knowledge and skills among themselves, even in cluster meetings. / Inclusive Education / Ph. D. (Inclusive Education)
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Educare work in Ciskei with special reference to the Keiskammahoek districtOosthuysen, Lucia January 1989 (has links)
High drop-out rates in the sub-standards in developing countries prompted the researcher to investigate preschool education in first and third world countries, and attend to the related problem of school readiness. The rapidly expanding Educare preschool project in the rural area ot Keiskammahoek in Ciskei was investigated as an example ot community-based low-cost preschool education. A final sample of 41 children who had attended Educare Centres were matched to a control group on age, sex, primary school (where possible), and breadwinner's occupation. The Abbreviated Aptitude Test for School Beginners (standardised on Xhosa-speaking school beginners) was used to test tor significant differences between the two groups six to seven weeks atter school entry. A t-test was used on raw scores and chi-squared tests on staves. No signiticant difference was found between the means of the experimental and control groups. On a subjective rating scale for general-linguistic development and socio-emotional adjustment, no significant difference between means of the experimental and control groups was found. The experimental group's tailure to perform better than the control group, could be ascribed to various reasons, amongst others, the possible shortcoming that the pairs were not matched on intelligence, severe lack ot equipment in Educare Centres, large numbers of children in the majority of groups, uniform programmes for a wide age range, irregular attendance ot children, the low level of training of supervisors and poor home conditions. Scholastic abilities of school beginners in the Keiskammahoek District, as tested, were poor. Results deviated grossly from standardised norms. The expected percentage for the combined categories Very Weak and Weak is, tor instance, 31%; in this investigation, however, 73% of the testees fell in these two classes. Chronologically older children generally performed better. A highly significant difference existed between testees under six years and those over six years. This investigation indicated the need for better organised preschool education in rural areas in Ciskei. proposals with substantial financial implications are: Better training of para-professional staff by qualified staff. Training of qualified staff to provide expertise in preschool education in Ciskei. Provision of sufficient educational materials by Government subsidies and private sponsors. Institution of bridge classes by the Ciskei Department of Education to promote school readiness. Suggestions without financial implications include: An investigation of regulations regarding entrance age for basic education. Only in exceptional cases should children under six be admitted. Daily programmes in Educare Centres geared towards learning readiness without becoming academic. An age limit of three years for admittance to Educare Centres. Very young children should be catered for separately. Liaison between Sub A teachers and Educare staff. / Adobe Acrobat 9.53 Paper Capture Plug-in
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