Technology in this age is ubiquitous and is changing the way that individuals live, work and play. In line with this, South African education has to change regularly to meet the requirements set out by the Department of Basic Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' and learners' experiences of Technology-based Teaching and Learning (TbTL) in the Foundation Phase. Qualitative case study research methods such as photovoice, narratives, semi-structured interviews, opinion pieces and field notes were conducted within three cases in order to understand the experiences of TbTL in the Foundation Phase. Data were examined through a conceptual lens that was grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework and yielded the following themes: technological tools, 21st century skills, Technology-based Teaching and Learning itself and mind the gaps. Finally, the novel, original contribution that this study makes is a framework for TbTL in the Foundation Phase. In essence this framework is relevant to understand teachers' and learners' experiences of the phenomenon of TbTL in the Foundation Phase. It is not a step-by-step guide as such but rather an indication of the core elements that are important to consider by any role players using TbTL in this phase. It is anticipated that using this framework as a guide to TbTL in the Foundation Phase will assist in creating teachers and learners who are digitally literate, lifelong learners with developed 21st century skills. / Thesis (PhD)--University of Pretoria, 2016. / Early Childhood Education / PhD / Unrestricted

This research focuses on the perception of the learning support teacher regarding the use of play therapy with learners with special educational needs. The purpose of the research was to determine the perception of learning support educators regarding the utilization of play therapy as an aid with foundation phase learners with special educational needs. In order to achieve this purpose, information was gathered and a theoretical framework drawn up through an extensive literature study in consultation with experts. An empirical study was conducted by means of in-depth interviews with ten different learning support educators, in order to obtain empirical information. The researcher worked from an applied research perspective to attempt to use this newly gained practical information to determine whether play therapy could be utilized to help the learner with special educational needs. The researcher made use of an exploratory research design and the following research question formed the basis of the study: What is the perception of the learning support educator regarding the value of using play therapy as a form of aid with the foundation phase learner having special educational needs? Flowing from the empirical information gleaned during the interview schedule the following points emerged: · Learning support educators identify emotional, social, behavioural, family and academic problems, as well as other forms of trauma, associated with the learner who has special educational needs; · The learning support educator regards it as his or her task to refer problems connected to the learner and the learner’s family, where such problems are outside of his or her field of expertise. · The learning support educator has both positive and negative perceptions, as well as misconceptions regarding play therapy; and · The learning support educator has a need for a working relationship with the play therapist in the assistance of the learner with special educational needs. The research has therefore shown that the learning support educator has a positive perception regarding the utilization of play therapy with the foundation phase learner with special educational needs. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / unrestricted

Diabetes is a illness many people have heard of and think they understand, yet many diabetic learners go unrecognised and unnoticed. The research question of the study was to determine the developmental and learning needs and the assets of the learner with type I diabetes in the foundation phase. The study had the following aims concerning learners with type I diabetes in the foundation phase: • To identify the developmental and learning needs and the assets of these learners • To provide knowledge about and understanding of these learners • To rally friends, family, the school, teachers and the community to become external and internal asset builders in the development of these learners. The ecological perspective was viewed as an appropriate framework for conceptualising this study. The needs and asset-based approach was included in the theoretical framework to gain a holistic view of these learners. This was a qualitative ethnographic study using case studies. The research was based on the interpretative paradigm. After an in-depth literature survey, data were collected in four phases in questionnaires, followed by semi-structured interviews held with a non-random sample of three learners with type I diabetes drawn from different cultures, their parents and teachers. The semi-structured interviews were recorded and transcribed and the data coded and analysed inductively. A narrative approach was used for interpreting the data. The relationship between the participants and their ecology was investigated to determine the factors in the learners’ environment. The learners’ developmental and learning needs and the assets inherent in each unique participant were identified. / Dissertation (MPhil (Education for Community Development))--University of Pretoria, 2004. / Curriculum Studies / unrestricted

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)

Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)