Summaries in Afrikaans and English / Hierdie studie spreek die emosionele skoolgereedheid van voorskoolse kinders aan. Die voorskoolse kind met sy basiese emosies vanuit sielkundig opvoedkundige perspektief word in die studie van naderby beskou. Tydens die studie is die basiese emosies volgens Plutchik (1980) wat bepalend vir die emosionele skoolgereedheid van die skooltoetreder is, geidentifiseer. Na aanleiding van nuwe insigte waartoe gekom is, het die navorser 'n eie emosionele skoolgereedheidsevalueringslys volgens Plutchik (1980) se basiese emosies antwerp, wat as 'n maatstaf vir die evaluering van emosionele skoolgereedheid kan dien. 'n Empiriese ondersoek is onderneem om te bepaal of 'n aantal proefpersone volgens n emosionele skoolgereedheidsevalueringslys emosioneel skoolgereed is al dan nie. Emosionele tekorte is vanuit die emosionele skoolgereedheidsevalueringslys geidentifiseer, waarna diagnostiese en terapeutiese tegnieke vir emosionele skoolgereedmaking kortliks bespreek is. Opvoedkundige sielkundiges kan die diagnostiese en terapeutiese tegnieke as hulpmiddel gebruik om emosionele tekorte, wat moontlik 'n blokkasie vir emosionele skoolgereedheid inhou, aan te spreek. / This stidu addresses the emotional school preparedness (readiness) of pre-primary children. The pre-primary child with his basic emotions from a psychological educational perspective is examined more closely in this study. During this study the basic emotions according to Plutchik {1980) that determine the emotional school readiness of the school entrant, were identified. On account of new insights gained, the researcher designed a school readiness evaluation list of her own according to Plutchik's (1980) basic emotions. This list can serve as a guideline for the evaluation of emotional school readiness. An empirical study was undertaken to determine whether a number of experimental subjects {children) were ready for school or not. Emotional deficiencies were identified by means of the emotional school readiness evaluation list, whereafter diagnostic and therapeutic techniques for the emotional preparation of children were briefly discussed. Educational psychologists can use these diagnostic and therapeutic techniques as an aid to address emotional deficiencies, which may impede the emotional school readiness of children. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

Many learners enter Grade 1 underprepared, because they have not had the chance to develop the necessary skills, values or attitudes expected of learners in this year. This results in academic backlogs and school underachievement, with many learners from poor socio-economic backgrounds in which poverty and unemployment are rife. Early identification of gaps in their learning as well as the support is crucial. Landsberg (2005, p.80) states that addressing early intervention implies not only a focus on the child and the needs of children but also facilitation of the environment in which they live. Against this background the study aims to investigate the needs and challenges of underachieving Grade R learners in a Mitchell’s Plain primary school. A phenomenological qualitative research approach was adopted, using purposeful sampling to obtain participants, and semi-structured interviews, observations and documents to collect data from two Grade R practitioners. A thematic document analysis of 20 underachieving Grade R learners followed to support the findings. The researcher argues that not enough support is being provided for these learners; hence the study seeks to determine their needs and challenges in the school. It is believed that the findings will contribute meaningfully by making recommendations for focused support for these learners. / Inclusive Education / M. Ed. (Inclusive Education)

Multicultural education is only one of the major changes since the inception of the new democracy in South Africa. However, this inevitable change has resulted in many challenges for educators and educational institutions in the Isipingo District, KwaZulu Natal (KZN). One of the primary responsibilities of a teacher is to manage diversity. The research addressed here focused on challenges experienced by Grade R teachers to create and maintain an unbiased classroom environment for Grade R learners in the Isipingo District, (KZN). A literature review regarding unbiased classroom environments for Grade R learners as well as an empirical investigation using a qualitative approach was conducted. A semi-structured focus group interview and a follow-up focus group interview with Grade R teachers from 3 different public multicultural primary schools were used for data gathering. The findings indicated that Grade R teachers lack the knowledge, skills and attitudes required to enhance unbiased classroom environments. The results of the investigation also indicated that teachers require effective training to help them cope with creating and managing unbiased classroom environments. / Teacher Education / M.Ed. (Specialisation in Early Childhood Development)

Good governance occupies a centre stage in the development discourse. Since there are currently no guidelines on the practice of good governance for ECD centres, this qualitative study followed the exploratory research approach and employed the case study research design to gain insight into how ECD centres in Mabopane practiced good governance concerning the roles played by parents in decision-making and accountability. The study used the Social Capital and Stakeholder theoretical frameworks to contextualise the investigation and employed eclectic methodological approaches involving triangulated sampling techniques, data collection methods and tools as well as data sources to generate data. The data were analysed using thematic content analysis and it was found amongst others that there were weaknesses in the governance practices within the ECD centres regarding parents’ roles in decision-making and accountability. The study recommended, amongst others, for concerted efforts involving all stakeholders to address those flaws. / Development Studies / M.A. (Development Studies)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

Text in English with abstracts in English, isiZulu, and isiXhosa / South Africa’s education system is in crisis. Problems in education directly impact the country’s economy through its influence on skills development for employability. Young children trapped in an environment under serviced by educational resources and haracterised poor social cohesion cannot reach their full potential. This study, undergirded by Bronfenbrenner’s ecological model, sought to establish whether stateled early childhood development centres (ECDCs) in the Cape Flats can establish social cohesion and foster responsible citizenship and youth resilience. A qualitative study was conducted in selected ECDCs. Focus group interviews with caregivers of children from sampled centres and face-to-face interviews with the owners/managers of centres were augmented by an interview with an official from local government. The study concluded that the sampled ECDCs are merely coping, but restricted by various problems. They cannot function optimally as institutions for community development, although the community holds them in high esteem. Recommendations are made for improvements. / Uhlelo lwemfundo yaseNingizimu Afrika lunezingxaki. Izinkinga ezitholakala kwezemfundo zinomthelela othintana ngqo nezomnotho ngenxa yethonya ezinalo ekuthuthukisweni kwamakhono kuzokwenza abantu ukuba baqasheke. Izingane ezisezincane ezibiyelwe esibayeni esincishwa izimfanelo zezemfundo, ezingenakho nokubumbana okufanele komphakathi, ngeke zakufeza lokho ezinamandla okufinyelele kukho. Ucwaningo olususelwe esibonelweni sikaBronfenbrenner ngobudlelwane bomuntu nesizinda sakhe, lwaluhlose ukuthola ukuthi ngabe izikhungo eziholwa ngumbuso zokuthuthuka kwezingane ezincane (ama-ECDC) eCape Flats ziyakwazi yini ukugxilisa ukubumbana komphakathi, zikhulise kumuntu ukuba yisakhamuzi esiqotho nabasha abakwazi ukuqina bomelele. Kwenziwa ukuhlolisisa ezikhungweni zama-ECDC ezikhethiwe. Kwaba nokuxoxisana namaqembu aqokiwe abanakekeli bezingane zakulezo zikhungo ezikhethiwe, kwabuye kwaba nokuxoxa bukhoma nabanikazi/abaphathi bezikhungo, okwengezwa kukho nesikhulu esivela kuhulumeni wendawo. Lolu cwaningo lwafinyelela ekuthini izikhungo ezikhethiwe zama-ECDC zazipatanisa nje ngoba zazinqindwa yizinkinga ezahlukene, okusho ukuthi zazingakwazi ukusebenza ngokuphelele njengezikhungo zokuthuthukisa umphakathi, noma umphakathi wona wawuzibabaza kakhulu. Kukhona nezincomo ngokungase kwenziwe ukuze isimo sibe ngcono. / Isimo senkqubo yemfundo yoMzantsi Afrika simandundu. Iingxaki ezikhoyo kwezemfundo ziluchaphazela ngqo uqoqosho ngenxa yokuba zinefuthe kuphuhliso lwezakhono ezilungiselela ukuqesheka komntu. Abantwana abaselula abakwazi ukuphuhla ngokugqibeleleyo kuba bavaleleke kwimeko yemfundo eneenkonzo ezingekho mgangathweni nakwisimo esingazinzanga somphakathi. Esi sifundo sisekelwe kwinkqubo kaBronfenbrenner yolwalamano lwezinto eziphilayo nendalo, kwaye sizama ukuqonda ukuba ingaba ukusekwa kwamaziko ophuhliso lwabantwana abancinci (iiearly childhood development centres- ECDCs) eCape Flats kungadala uzinzo eluntwini, kukhuthaze ukuba ubani abe ngummi othatha uxanduva, ulutsha lungathabatheki lula kusini na. Uphando lomgangatho lwenziwe kumaziko iiECDCs ezikhethiweyo. Udliwano-ndlebe namaqela abantu abagcina abantwana kumaziko akhethiweyo kwanabaphathi baloo maziko luxhaswe ludliwano-ndlebe esiphathamandla sorhulumente wendawo. Esi sifundo sifikelele kwisigqibo esithi ezi ECDCs zikhethiweyo ziyazama kodwa zikhonkxwa ziingxaki ezahlukeneyo, nto leyo ithetha ukuthi azikwazi ukusetyenziswa ngokupheleleyo njengamaziko ophuhliso lomphakathi nangona umphakathi wona uzixabise kakhulu. Kunikwe iingcebiso zokuphucula imeko. / Development Studies / M.A. (Development Studies)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)