A Dissertation submitted to the Faculty of Education in fulfilment of the requirements of the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the UNIVERSITY OF ZULULAND, South Africa, 2012. / This study investigated: [a] the ways in which Foundation Phase educators promoted indoor and outdoor play for their learners; [b] which play activities the foundation phase educators valued most and what educational benefits they associated with these play activities; and [c] which play activities were valued most by foundation phase learners and the educational benefits they associated with these play activities. The study was based on the “mixed methods” (blended) research paradigm, involving the collection of both qualitative and quantitative data from focus group interviews and a semi-structured questionnaire. Information from the educators was collected by way of a questionnaire comprising both structured and non-structured sections. Quantitative data were analysed by the use of Microsoft Office Excel, while qualitative information collected from the interviews with the learners was analysed qualitatively. Altogether, seventy-two (72) and thirty-two (32) foundation phase educators and learners, respectively, participated in the study. These were drawn from former Model C, township and rural schools. On the first research question dealing with the promotion of play, the educator respondents reported that they promoted numeracy through (a) the use of market stands and playing shop (using Rands, litres, and centimetres); (b) play activities involving bean bags – to promote counting; (c) providing opportunities for learners to play with building blocks as counters; (d) playing mathematics games – e.g., touching eyes, ears, knees and legs to promote counting in twos; (e) the use of number games, flash cards and counting blocks to promote the creation of number patterns; (f) games, such as running using sacks, putting water in water bottles, using heavy and light objects, short and long objects – to develop the concept of measurement; and (g) giving learners opportunities to actively take part in number rhymes and songs which promoted the development of measurement concepts. Plays were also used in the teaching / learning of literacy through strategies that included story-telling, role-playing, rhymes and singing, as well as dialogue; learners taking turns in playing games; learners drawing pictures about song or rhymes; learners imitating animal sounds, word matching games and acting out stories; word games, phonic wheels, reading games; making letters with dough; alphabet story, such as Sammy snake, fireman Fred. In promoting life skills through play, the educators reported using weaving, kneading and pretence play / role playing; matching different types of foods, charts, stories and story-telling; activities around environmental management; plays calling for help; painting, colouring, handwork; music; thinking and reasoning games; plays involving rendering sympathy and empathy to others; poems- on how to cross the road. On the second research question, the educator respondents reported that play was important for developing learners’ cognitive, social, motor, language and inter-personal skills. Furthermore, the educators reported that play enabled learners to (a) expand their imagination, (b) become more emotionally mature, (c) enhance their state of school readiness, (d) develop social skills, (e) develop initiative, (f) build and enhance their autonomy and sense of self, (g) take risks, (h) reveal their personalities, and (i) develop self-confidence and self-esteem.. On the third and final research question, the respondents reported that they liked playing with wire cars, hide and seek, wooden cars, soccer, playing domino games, puzzles, snakes and ladders, with water and sand, making necklaces, playing with wooden blocks, tyre racing, climbing on the jungle gym, colouring and painting. playing house, netball, tuck, dolls, blocks, laptops, playing games on touch, hockey, rugby, cycling, ski-boarding, ludo, rugby, athletics, amagenda, arigogo, hop scotch, umlabalaba. The discussion of the results of this study showed that the findings fell in line with the literature review. Recommendations for classroom practice, curriculum planning and implementation, as well as further research have been made.

Attention Deficit Hyperactivity Disorder (ADHD) is a very common disorder that affects 8% to 10% of South African children. It is thus prevalent in the classroom, and with the advent of inclusive education in South Africa, educators have to facilitate and support the needs of learners with ADHD. Educators play an integral role and provide essential information with regards to the identification, diagnosis and referral of ADHD. It is the responsibility of the educator to create an environment where every learner has the opportunity to succeed. However, uncertainty exists as to whether South African educators have an appropriate and adequate understanding of the disorder. This study therefore aimed to examine the knowledge and perceptions of ADHD held by foundation phase educators in a township in Gauteng. A sample of 100 female educators was used in the study and a mixed methods approach using a questionnaire was administered to the educators. Their knowledge and perceptions in the three content areas of ADHD (Associated Features, Symptoms/Diagnosis and Treatment) was explored. Data analysis reflected that the educators in the sample had inadequate and insufficient knowledge and understandings of ADHD. Educators seemed to know the most about the symptoms of the condition, less about the associated features and the least about treatment approaches. The implications of these research findings are discussed, within the South African context.

Dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2014. / This research aimed to determine the perceptions that Foundation Phase educators from schools in the Lower Umfolozi District held towards disruptive behaviour. It studied the perceptions of educators towards the characteristics of disruptive behaviour, as well as the extent that it existed in their classrooms and the impact that it had on teaching and learning. A survey questionnaire was distributed to educators from 26 schools and 92 questionnaires were returned. The researcher used SPSS to conduct data analysis. Findings suggest that a majority of the educators experienced disruptive behaviour in their classrooms. They perceived similar behaviours to be disruptive, with many participants identifying ‘shouting out’, ‘walking around the classroom’, ‘talking in class’ and ‘playful behaviour’ as being disruptive. The results from the survey suggest that disruptive behaviour did affect their teaching, both in terms of educator motivation and the quality of teaching, as well as the learning of the students in terms of academic outcomes.