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An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South AfricaEkermans, Gina 04 1900 (has links)
Thesis (MComm)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: As the information age evolves, society is undergoing changes based on developments
in technology that have tremendous implications for the educational systems. Institutions
of tertiary education are increasingly facing the pressures of globalisation. Associated
with this is the knowledge society that demands experience with technology, different
skills and a different learning experience (US, 2001). Furthermore, new information and
communication technologies have demonstrated the potential to transform the way that
knowledge is packaged, delivered, accessed and acquired, thereby altering higher
educations' core production and delivery processes. Institutions of tertiary education that
want to remain competitive, both locally and internationally, should, therefore, act proactively
to facilitate the successful and innovative integration of relevant technologies
into currently established practice and procedures.
The University of Stellenbosch (US) recognises the importance of staying abreast with
these global and local changes. The Virtual Information Space (VIS) project for optimal
information sharing is a research initiative that developed as a direct response to the
need for an inquiry into the functionality of alternative synchronous and asynchronous
computer-mediated communication media (CMC), to be provided as part of the
technological infrastructure of the US for enhanced information sharing and
communication. The VIS project provides the framework within which this study was
conducted.
The aim of this study was to conduct an exploratory study through the use of empirical
research and prototyping, by quantification of the usability of synchronous CMC media,
for application in the South-African on and off-campus tertiary education environment
(focused at post graduate level), in order to enhance information sharing between inter
alia, information service suppliers, lecturers, students and researchers at the US. It was
anticipated, however, that the degree to which the synchronous CMC media add value
to the learning and information sharing processes within the VIS, will be influenced by
the usability of the software applications within which the media are embedded, the
perceived need of the role-players for the media, as well as the feasibility and viability of
the systems when employed within the technological infrastructure of the US. These elements were, therefore, empirically investigated by conducting several usability
experiments in a setting which simulated a usability laboratory, in order to acquire the
necessary subjective and objective data, related to the identified goals and objectives
that encapsulate the aim of this study.
In order to demonstrate the value of the VIS environment, a theoretical perspective is
provided by means of a literature review of the fundamental concepts of communities of
practice and flexible learning. It is proposed that the use of the synchronous CMC media
(embedded within the software applications) will assist in the creation of a VIS that
supports the more advanced educational paradigm of constructivism by linking users
into collaborative conversational networks, thus forming learning communities (better
known as communities of practice) in cyberspace. The purpose of these communities is
to create a means through which ideas and materials can be shared and exchanged,
aiding individuals in building their own conceptual networks of interrelated ideas,
strategies and theories and therefore construct and share knowledge.
Information was obtained concerning participants' characteristics, preferences, needs
and evaluation of the usability of the two software applications, NetMeeting and Yahoo
Messenger, when utilised within the technological infrastructure of the US for the
purpose of increased information sharing and communication. Performance
measurement data (related to selected usability criteria) was obtained during the
experimental phase, as well as information about the feasibility and viability of the
systems when utilised within the technological parameters of the US. The analysis of the
information consisted of descriptive statistics as the research aimed to illustrate the
attitudes concerning usability, the perceived needs for the software applications, as well
as the feasibility and viability of the systems.
The results revealed that both NetMeeting and Yahoo Messenger were perceived by the
participants as usable, achieving a positive rating on almost all of the dimensions of
usability it was tested on. In the case on NetMeeting, technological limitations imposed
on the system (such as bandwidth and network traffic) severely limited the effectiveness
of the system as a whole and require further investigation to ensure successful
implementation. Technological limitations in the case of Yahoo Messenger mainly
centered on the unstable server environment that the system functions within. Hence, further research is therefore needed to ensure successful implementation and utilisation
of NetMeeting and Yahoo Messenger within the technological parameters faced by the
US. / AFRIKAANSE OPSOMMING: Soos wat die informasie-era ontplooi, is die samelewing besig om ingrypend te verander.
Die dramatiese impak van die tegnologiese revolusie op die hoër onderwyssektor
dwarsoor die wêreld hou dus aansienlike implikasies in vir tersiêre onderwysinstellings.
Hierdie instellings is toenemend onderhewig aan die druk van globalisering en die
kennis-samelewing wat al hoe meer vereistes stel in terme van ondervinding met
tegnologie, verskillende vaardighede wat vereis word en 'n veranderende leer ervaring.
Nuwe informasie- en kommunikasietegnologieë beskik oor die potensiaal om die
maniere waarop informasie herwin, verwerk en gestoor word, te transformeer. Dit
impliseer noodwendig 'n wysiging in die kern informasie produksie en -aflewerings
prosesse van tersiêre onderwysinstellings. Sulke instellings word dus genoop om
daadwerklik en pro-aktief op te tree ten opsigte van die suksesvolle en innoverende
integrasie van relevante tegnologieë by bestaande prosedures, ten einde internasionale
en nasionale mededingendheid te verseker.
Die Universiteit van Stellenbosch (US) erken the belangrikheid daarvan om op hoogte te
bly met verandering. Die Virtuele Informasie Spasie (VIS) projek vir optimale
informasiedeling is 'n navorsingsinisiatief wat ontwikkel het vanuit 'n behoefte vir 'n
ondersoek na die funksionaliteit van die verskillende sinkrone en asinkrone rekenaargebasseerde
kommunikasie media, wat as deel van die tegnologiese infrastruktuur van
die US voorsien sal word - ten einde verbeterde informasiedeling en kommunikasie
teweeg te bring. Die VIS projek het 'n raamwerk verskaf waarbinne hierdie studie
uitgevoer is.
Die doel van hierdie navorsing was om 'n verkennende studie uit te voer, deur die
gebruik van empiriese navorsing en prototipering, vir die kwantifisering van die
bruikbaarheid van sinkrone rekenaar-gebasseerde kommunikasie media. Die spesifieke
toepassingsarea is die Suid-Afrikaanse tersiêre onderwysomgewing (spesifiek gefokus
op nagraadse vlak) met die doelom informasiedeling tussen informasiediensverskaffers,
dosente, studente en navorsers te verbeter. Daar word egter verwag
dat die graad waartoe die sinkrone media waarde toevoeg tot leer- en informasiedelings
prosesse binne die VIS, beïnvloed sal word deur die bruikbaarheid van die sagteware waarbinne die media gesetel is, die waargenome behoeftes van die rolspelers vir die
media, sowel as die uitvoerbaarheid en lewensvatbaarheid van die sisteme wanneer dit
aangewend word binne die huidige tegnologiese infrastruktuur van die US. Hierdie
elemente was dus empiries ondersoek deur die uitvoering van verskeie
bruikbaarheidseksperimente in 'n omgewing wat 'n tradisionele bruikbaarheids
laboratorium simuleer, ten einde the nodige subjektiewe en objektiewe data te ontgin
wat gemik is op die doelwitte en mikpunte wat die strewe van hierdie studie omsluit.
'n Teoretiese perspektief word voorsien deur 'n literatuur-oorsig, ten einde die waarde
van die VIS omgewing te konseptualiseer. Konsepte wat veral aandag geniet hou
verband met die ontwikkeling van elektoniese gemeenskappe en buigsame leer
omgewings. Die aanname word gemaak dat die gebruik van sinkrone rekenaargebasseerde
kommunikasie media (soos gesetel in die sagteware pakkette, NetMeeting
en Yahoo Messenger) die ontwikkeling van 'n effektiewe VIS sal fasiliteer wat 'n nuwe
onderrigparadigma ondersteun. Die uitgangspunt van hierdie paradigma is dat kennis
nie net weergegee moet word nie, maar dat dit gekonstrueer kan word soos wat die
partye betrokke raak in relevante gespreksnetwerke binne die virtuele informasie spasie.
So word elektroniese gemeenskappe dus geskep waarbinne individue idees en
materiaal met mekaar kan deel en uitruil, terwyl kennis effektief geskep en gedeel word.
Informasie is ingewin aangaande die deelnemers se kenmerke, voorkeure, afkeure,
behoeftes en persepsies oor die bruikbaarheid van die sagtware pakkette, NetMeeting
en Yahoo Messenger, wanneer dit aangewend word binne die tegnologiese
infrastruktuur van die US, ten einde verhoogde informasiedeling en kommunikasie te
bewerkstellig. Prestasiemetingsdata (gekoppel aan sekere bruikbaarheidskriteria) was
ook verkry tydens die eksperimentele fase, sowel as informasie oor die uitvoerbaarheid
en lewensvatbaarheid van die onderskeie sisteme wanneer dit aangewend word binne
die huidige tegnologiese parameters van die US. Die analise van die data het
beskrywende statistieke behels aangesien die navorsing ten doel gehad het om die
ingesteldhede betreffende die bruikbaarheid en behoefte aan die sagteware pakkette,
sowel as sekere tegniese aspekte rakende die stelsels, uit te lig.
Die resultate het getoon dat die respondente beide NetMeeting en Yahoo Messenger as
bruikbaar waargeneem het, aangesien 'n positiewe beoordeling op bykans al die dimensies van bruikbaarheid bereik was. In die geval van NetMeeting het sekere
tegnologiese beperkinge van die sisteem, soos beperkte bandwyte, egter die effektiwiteit
van die sisteem beduidend beinvloed. Tegnologiese beperkinge in die geval van Yahoo
Messenger was hoofsaaklik as gevolg van die onstabiele omgewing waarbinne die
bediener funksioneer. Verdere navorsing is dus nodig om suksesvolle implementering
en aanwending van NetMeeting en Yahoo Messenger te laat realiseer, gegewe die
tegnologiese parameters van die US.
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The management of the implementation of quality assurance policies : the case of Integrated Quality Management System (IQMS) in secondary schools in Kwazulu NatalCele, Victoria Zamandosi 29 February 2008 (has links)
The purpose of this study was to look at how principals and educators managed and
experience the implementation of Quality Assurance policies in secondary schools in
KwaZulu Natal focusing on the bttegrated Quality Management System that is currently in
place.
This study was designed as a qualitative exploratory and descriptive survey. Data was
collected in 2007 by visiting schools and conducting interviews with the principals and
educators.
School managers fell into two groups. One group was positive about Integrated Quality
Management System and other group negative.
Even though there were differences, all agreed that lntearated Quality Management System
was good if it was to be introduced at a pace suitable to the educators. Educators preferred
Integrated Quality Management System to systems that were not transparent. They then
recommended that Integrated Quality Management System should not be linked to the
educators' remuneration as this destroys what could be good about IQMS / Educational Studies / M.Ed. (Education Management)
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Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errorsVale, Pamela January 2013 (has links)
Much prior research has shown that if students have a poor command of the language in which they are taught and assessed, they experience a complex and deep learning disadvantage (Barton & Neville-Barton, 2003). Abedi (2006) mentions, in particular, that unnecessary linguistic complexity can threaten the validity of examination items and thus compromises the fairness of the assessment for English language learners. In Clarkson’s (1991, p. 31) research it was found that for the English language learners in the study “comprehension errors [made] up a high proportion of the errors made when…students attempt[ed] to solve mathematical word problems”. In an attempt to explore whether this was the case for a group of National Certificate (Vocational) [NC(V)] students at an FET college, the research conducted in this study focused on describing the cognitive and linguistic complexity of Level 4 Mathematical Literacy examination items as well as the types of responses from a sample of students. A mixed-methods case study design was selected. Student errors were classified as either due to mathematical literacy-related sources, or language-related sources and the question was asked as to how the cognitive and linguistic complexity of items might be related to the types of errors made. Statistically significant correlations were found between the linguistic complexity of items and language-related errors, and between the cognitive complexity of items and all types of errors. It was also possible to identify which language features, in particular, were statistically significantly correlated with linguistic complexity, namely: prepositional phrases; words of 7 letters or more and complex/compound sentences. As was expected, the majority of errors were categorised as mathematical literacy-related. However, as many as 19.22% of all errors made were identified as language-related. While the scope of the study prevents any generalisations from being made, the results indicate a need for a larger-scale study of this nature to determine if the complex and deep learning disadvantage mentioned by Barton and Neville-Barton (2003) does exist with regard to the assessment of Mathematical Literacy for NC(V) students who are English language learners (Barton & Neville-Barton, 2003).
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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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Promotion of inclusive education by the learning support teacher concerning foundation phase numeracy and literacy in Gauteng independent schoolsYorke, Lynette Claire 12 1900 (has links)
Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)
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Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in GautengMahlo, Francina Dikeledi 12 1900 (has links)
The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. / Teacher Education / D. Ed. (Inclusive Education)
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Creating and maintaining a culture of teaching and learning in rural primary schools in LimpopoMehlape, Malekutu Johannes 11 1900 (has links)
Rural primary schools have got an immense role to play regarding the educational foundation for
the subsequent phases of schooling. In ensuring that an extremely solid foundation is laid. the
creation and maintenance of a positive culture of teaching and learning becomes extremely very
important in this category of schools. It is the primary task of the primary school principal to
ensure that quality teaching and learning is taking place in her/his school. I Iowever, in ensuring
that a positive culture of teaching and learning becomes a reality in their schools, principals
cannot work in isolation but, in collaboration with other potential stakeholders. A variety of
factors like good management on the part of principals to good commitment and involvement on
the part of other stakeholders like educators, learners, parents. community, business people and
the government. lead to teaching and learning of a very high and acceptable standard. The
purpose of this research project was to investigate how principals of rural primary schools create
and maintain a culture of teaching and learning. The outcomes of this investigation could assist
rural primary school principals in their attempts towards ensuring a positive culture of teaching
and learning. The outcomes could also assist other stakeholders as to how best can they assist
rural primary school principals in making schools centers for a positive culture of teaching and
learning. The methodology of research for this investigation is quantitative. The questionnaire
was used as a tool for empirical data collection. This research project has revealed several
mechanisms that arc utilized by rural primary school principals in creating and maintain a culture
ofteaching and learning. It also emerged from thi s study that in creating and maintaining COLT
in schools, rural primary school principals encounter some problems that need the undivided
attention of every education stakeholder. / Educational Leadership and Management / M. Ed. (Education Management)
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Factors that influence poor enrolment in the foundation phase in a no-fee school in the Sibasa CircuitMakhwanya, Ntshengedzeni Theresa 11 1900 (has links)
The new democratic government in South Africa introduced an education system that focused on quality and equality for all. The introduction of the new education system intended to remove inequality in the schooling system. The new education system was been accomplished through phasing out school fees and introducing a no-fee school policy. The aim of the no-fee school policy was to redress the imbalances of the past and to attract the poor and orphans to access education without paying mandatory fees (Wilderman, 2009:32).
The no-fee policy came with interesting ideas for relieving pressure on both parents and learners. It attracted many learners who had dropped out of school in many years. This led to a dramatic increase of enrolment in no-fee schools. However, Borkum (2009:1) sees the disadvantages of the increased enrolment as overcrowding that reduces the quality of education, increases lawlessness in schools, and insufficient resources such as textbooks. The major challenges faced by these schools is the delay in releasing provincial funds, inadequate state funding, and loss of income from school funding. These make no-fee schools vulnerable, affecting quality of education and influences on the enrolment pattern of learners (Nsapato, 2007:2).
Against this background, the study aimed to investigate factors influencing poor enrolment in a no-fee school in the foundation phase and to suggest strategies that could be used to overcome these challenges.
The study adopted a qualitative research method and its design was a case study. Four educators were purposeful selected on the basis of three years teaching experience in a no-fee school in the foundation phase. Data collection strategies were semi-structured interviews and document analysis. Data analysis was done according to a systematic process of coding and categorising. Gathered data was categorised into constituent parts for coding purposes. Ethical issues considered were the following: permission to conduct the study, informed consent, confidentiality, and anonymity. Participants’ confidentiality and anonymity were maintained by using pseudonyms in the report. The voluntary nature of participation and the absence of punishment for withdrawal from the study were emphasised prior to commencement of the semi-structured interviews. The issue of trustworthiness in this study was considered through the following: credibility, transferability, dependability and confirmability.
The data analysis from semi-structured interview revealed the following: the no-fee school policy has a negative impact on parents because parents were no longer involved themselves in the education of their children. The overburdened infrastructure has a negative effect on quality of education and the enrolment status, deterioration of quality of education in no-fee schools force parents to withdraw their children and register them to better schools, cooperation amongst stakeholders is necessary for the improvement of quality of education, teachers’ remuneration should also be improved and the maintenance of professionalism through discipline.
Findings from document analysis revealed that poor enrolment in no fee school was caused by high rate of absenteeism in all registers. This compelled educators to withdrew learners’ from class registers hence poor enrolment figures in no fee schools. Staff meeting minutes revealed that enrolment of learners in no-fee schools could be improved through improvement of teaching and learning and the provision of adequate infrastructure and the reinforcement of the no-fee school policy packages such as the National School Nutrition Program in order to attract more vulnerable learners to these schools. Based on the findings, the following strategies are recommended for improving poor enrolment in no-fee schools: strengthening collaboration amongst the stakeholders in education; maintenance of discipline; enforcement of professionalism among teachers; continuous training of all stakeholders; and punctual disbursement of funds to no-fee schools. / Educational Leadership and Management / M. Ed. (Education Management)
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A conceptual model for a co-operative education management information system for tertiary institutions in South Africa.Koch, Aneen January 2007 (has links)
Thesis submitted in fulfillment of the requirements for the degree
Doctor of Technology : Office Management & Technology
in the Faculty of Business
at the Cape Peninsula University Of Technology
2007 / In this research all references to technikons relate to the present Universities
of Technology. Since this study was conducted relating only to courses that
offer an experiential leaming component, it is to be noted that these courses
are offered mainly by the previous Technikon sector, prior to the
amalgamation of technikons with certain universities and colleges.
The specific research problem is defined and the background to this problem
explained. Both the research problem and objectives are formulated.
No efficient Management Information System for co-operative education
based on web-technology currently exists in South Africa. By means of a
study based on the present needs of co-operative education practitioners in South
Africa, and comparing the latter to certain existing management information
systems for co-operative education internationally, the objectives of the research
are addressed. Initially some critical activities are identified and used to map out
possible sub-systems.
Literature is reviewed relating to technologies relevant to this research, such as
the Web, Internet and lntranets. It outlines some information technologies
available to organisations and the educational environment. The literature also
highlights most of the processes within a management information system.
Furthermore, it summarises the initial considerations needed to develop a
management information system in this context. To focus more pertinently on the
problem a management information system relating to education is investigated.
Various existing management information systems in education in the UK, USA
and RSA are reviewed. Specific reference is made to management information
systems in general education in Australian schools. These investigations then
focus on one element of education, namely co-operative education. Possible cooperative
education sub-systems are mapped out from identified critical activities.
These sub-systems were instrumental in developing the pilot study and the final
questionnaire.
The research methodology and the techniques applied to address the research
objective, are discussed. Aspects such as reliability, validity, quantitative vs
qualitative research, the final measuring instrument, target population,
administering the questionnaire and data capturing, are addressed. The
development of the questionnaires and a two-dimensional matrix of the measuring
instrument are explained.
The responses to the various elements on each of the questionnaires are reported
on and the data is interpreted and grouped to form a synthesis. From the
synthesis, conclusions and recommendations relating to all three sub-systems
(students, employers and short courses), are listed.
These results of the questions as reported on and the interpretations recorded are
analysed. These relate to each question as well as to all the literature reviewed.
The conclusions and recommendations are supported by detailed crossreferences
to each chapter.
Some comparison of local (South African) and international preferences is
included.
The main objective of this study was to develop a scientifically-established model
of an adequate management information system for co-operative education, which
will comply with the needs of the South African Co-operative Education.
In summary then :
• A survey was undertaken of good international practice, from which a set of
desirable "elements", "components" or "sub-systems" was established.
Hereafter they are referred to as "sub-systems".
• These sub-systems were taken as the foundation for a questionnaire, where
in respondents were asked to consider the importance and detail of the subsystems.
• The questionnaire was reviewed for its effectiveness and completeness,
refined, and then deployed to 325 respondents nationally. Internationally 77
delegates responded.
• An analysis of their responses was used to develop a set of desirable
characteristics of a co-operative education management information system
in South Africa.
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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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