This study investigated the impact of a sensory-motor stimulation programme, namely the SEMOSTI Programme, on the gross motor proficiency of four-to-six-year-old children. A field experiment was conducted using a quasi-experimental comparison group pretest-posttest design as three teachers implemented the SEMOSTI Programme over a 30-week period. Data collection took place at two schools’ grade R classes in Gauteng province of South Africa. Due to a limited sample of 73 participants, the results are context-bound and specific to Afrikaans-speaking, white, grade R children and selected gross motor skills. Data was collected using subtests of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), a scale and measuring tape as well as several questionnaires. The variables, physical activity, body mass index (BMI), gender, age, and perinatal morbidity could possibly influence the results and were taken into account. Data was statistically analysed using the General Linear Model (GLM) procedure and Dunnett’s t-test analysis. Findings indicated that the SEMOSTI Programme had a significant impact on the dependent variable, gross motor proficiency. The SEMOSTI Programme positively impacted on all five motor skills tested (bilateral coordination, balance, running speed and agility, upper-limb coordination and strength), but only the impact on running speed and agility and strength were statistically significant. Findings from the questionnaires indicated that the teachers who presented the SEMOSTI Programme perceived it as user-friendly, well-structured and effective in choice of equipment and activities. They identified the timeframe for the evaluation of developmental milestones and the structure of the plan-of-action section as weaknesses. Findings suggest that the SEMOSTI Programme is promising in improving gross motor proficiency in four-to-six-year-old children. Through participation in the programme, the experimental group significantly improved total gross motor proficiency, running speed and agility, and strength. This study offers support for the future use of the SEMOSTI Programme as a stimulation programme in grade R after further development and validation. / Dissertation (MOccTher)--University of Pretoria, 2012. / Occupational Therapy / unrestricted

In 2001 White Paper 5 on Early Childhood Development announced that a year-long Reception Year (Grade R) programme would gradually be phased in at primary schools. In addition, the Report on the Nationwide Audit of ECD Provisioning noted that the overwhelming majority of ECE teachers are inadequately trained. Despite the teachers’ lack of capacity, the national Department of Education introduced the official curriculum, the National Curriculum Statement (NCS), into Grade R classes in 2004. Prior to 2004, there was no official curriculum for Grade R. Instead, teachers designed their own curricula. The NCS, by its very imposition, is an example of radical curriculum change. I undertook a qualitative study from Grade R teachers' perspectives in order to illuminate how nine ECE teachers in Gauteng, South Africa are responding to this curriculum change. My findings are consistent with the four main responses discussed in the literature, and on which I based my conceptual framework, namely ignore, resist, adopt and adapt. The Grade R teachers in my study viewed the NCS as developmentally inappropriate for their five-year-old learners. Although they manifested all four responses, they mainly resisted, adopted or adapted curriculum change. Their response could best be typified as "reluctant compliance". After six years of implementation, ignoring it completely is no longer a realistic option. In addition, they either reinterpreted their traditional practices as already compliant with the NCS or they implemented formal academic activities to develop school readiness skills The Grade R teachers in my study had one outstanding characteristic in common they are passionate about their work. Overall, the teachers reported that the NCS has detracted from their enjoyment of their work. In most cases, the Grade R teachers noted that they would pursue Foundation Phase posts because of the absence of a career path for Grade R teachers. Instructional leadership should be developed to support Grade R teachers to implement the NCS appropriately. Once this is in place, Grade R teachers need to be convinced of how the NCS could be implemented in developmentally and culturally appropriate ways and how this could benefit their learners. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

In this qualitative research study I explored Grade R teachers’ perceptions of early childhood development and how these impact on their classroom practice. Using an early childhood theoretical framework which was predominately informed by developmental and socio-cultural perspectives I interrogated teachers’ understandings of children, quality classroom practice and early childhood contexts. Although the literature acknowledges the contested nature of quality within the ECD/Grade R context, research evidence indicates that the role of the teacher is pivotal if education is to be successfully realized in the early years. This notion of quality embraces particular aspects of practice such as managing the classroom environment, being able to engage children in the learning process through a process of sustained shared thinking and supporting learning in a variety of different contexts. Furthermore, good practice is informed by an in-depth understanding of contemporary issues embedded in socio-cultural contexts of children and families. Within the South African context Grade R is a problematic year despite being the first year of the Foundation Phase. Policy documents informing practice are ambiguous, Grade R teachers are not required to have a formal teaching qualification and they are not afforded the same conditions of service as other teachers. All these factors have served to marginalize the Grade R teacher. The research sample comprised twelve teachers from ten schools who were purposively selected from GDE and free standing community Grade R classes. An important selection criterion was a willingness to be involved in the project. In this multiple case study data were collected through classroom observations, interviews, critical incidents and documentary evidence. The research findings were first analysed according to three broad themes and then further interrogated through three knowledge positions identified by Mac Naughton, (2003) as conforming, reforming and transforming positions. iv Key findings revealed that although participants could not be definitively situated in any one of the three knowledge positions their practices were largely conforming; with few teachers using aspects of reforming practice. This study is significant within the South African context in that it shows similar findings to those of research done by Nias (1985) and Anning (1991) relating to teachers’ perceptions of themselves and their practice. Teachers perceived themselves as being kind, caring and loving individuals who placed the welfare of children in their care ahead of academic considerations. They all intimated that they followed a constructivist orientation, but found it difficult to articulate a deep understanding of practice. In fact they displayed limited understanding of how in the early years teaching and learning can be realized through a pedagogy of play. A gap was revealed between teachers’ espoused theories and their theories-in-use which were predominately didactic in orientation. The study showed the impact of current constraints of the Education Department. Given these constraints the role of South African universities should be to deepen both theoretical and practical insights into early years pedagogy through appropriate teacher-focused interventions.

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)

Thesis (MEd)--Stellenbosch University, 2012. / Bibliography / ENGLISH ABSTRACT: As a grade R teacher in South Africa, the researcher was disturbed by the extent of aggressive behaviour amongst children (aged 4 years to 6 years). Other teachers involved with the same class were of the opinion that the aggressive behaviour had a detrimental effect on their instructional time and motivation. Schools, teachers and other support personnel of staff have developed many cognitive and social support programmes to encourage positive behaviour, including reducing aggressiveness. Some programmes are in individual format and others in group format. However, the problem with these types of support programmes is that they are hard to come by due to cost and lack of knowledge among personnel. A child's full development is influenced negatively when in a negative atmosphere or situation (which includes abuse, aggression or discouragement). During 2011, the researcher took her dog to visit her class informally. It started when the class was having a discussion on pets and the researcher wanted to show the class how to groom and take care of a pet dog. The school’s staff and the researcher noticed a calmer and friendlier atmosphere amongst the children after the visits. This positive experience led to reading related literature and the researcher found substantial recent literature that increased her interest in the subject. The literature review suggested that the positive effects of animals in classrooms and on children should be explored and shared with teachers and schools, hence this study. The question arose whether this method could possibly provide the type of support South African children need to become caring, empathic and understanding of the world around them and each other. This research study was undertaken to explore the influence of the visits of a dog on the learners’ aggressive behaviour and teachers' opinions, which were of great value. This qualitative study took place within an interpretive paradigm. A case study design was used, as the focus was on an in-depth explanation of how a dog influenced the aggressive behaviour in the grade R class as a single bounded system. The study took place over a period of eight successive weeks. The data collection methods employed were questionnaires to gather biographical data, individual semi-structured interviews and observation during free play. Data were analysed by means of content analysis. Research findings indicated a positive influence on the learners' aggressive behaviour after eight weeks of the P.A.T. (Pet Assisted Therapy) dog visits. Positive behaviour in general was also witnessed and, most importantly, the participating teachers were of the opinion that the class was easier to manage and more time could be spent on instruction. The participating teachers provided different perspectives as they were involved in the class in different ways. However, the conclusion was that the positive influence of PAA on the learners' aggressive behaviour was mainly due to how some individual learners were influenced, which changed the interaction among all the learners. It is recommended that further studies be done on the time available to teachers to address aggressive behaviour to achieve a long-term result compared to just solving the problem at the occurrence of aggressive behaviour, and how PAA influences the learners in their other microsystems as well. / AFRIKAANSE OPSOMMING: Die navorser, 'n graad R opvoeder, vind die intensiteit en die hoeveelheid van aggressiewe gedrag onder graad R leerders kommerwekkend. Ander onderwysers betrokke by dieselfde klas se opinie was dat die aggressiewe gedrag onder die leerders 'n uiters negatiewe impak op die opvoeding van die leerders het. Verskeie kognitiewe en sosiale ondersteunings- programme vir die aanmoediging van positiewe gedrag in die klaskamer is reeds deur opvoeders, skole en ondersteunende personeel ontwikkel. Die navorser is egter van mening dat die finansiële omstandighede van verskeie skole en die kennis van die onderwysers wat moontlik die strategieë moet implementeer, die gebruik van sulke programme beperk . Leerders wat in negatiewe opvoedingsomstandighede (wat misbruik, aggressiwiteit of ontmoediging insluit) geplaas is, word negatief beïnvloed. Die navorser het gedurende 2011 haar eie hond skool toe geneem om by die weeklikse tema oor 'diere' aan te sluit. Die doel was om aspekte van hoe 'n mens na jou hond omsien met die leerders te bespreek. Die skoolpersoneel en die navorser (as opvoeder) het opgelet dat 'n kalmer atmosfeer onder die leerders geheers het nadat die navorser se troeteldier die klas besoek het. Dit het daartoe gelei dat die navorser leeswerk oor die onderwerp onderneem het. Vele onlangse bevindinge wat die onderwerp nog meer interessant gemaak het, is opgespoor. Een van die klasse in die betrokke skool het aggressiewe gedrag onder die leerders ervaar wat die onderwyser se motivering om te onderrig negatief beïnvloed het. Dit het gelei tot die gevallestudie wat die gebruik van 'n hond in die klaskamer as 'n moontlike metode om Suid-Afrikaanse kinders te motiveer om ‘n gevoel van omgee, empatie en begrip van die wêreld om hulle en ander te ontwikkel. Die navorsing het die moontlike invloed van gestruktureerde besoeke deur 'n hond op die gevallestudieklas ondersoek. Omdat die aggressiewe gedrag ook deur die onderwysers ondervind word en dit hul opvoedingstaak affekteer, was hulle opinies van groot belang. Die kwalitatiewe studie is onder die interpretatiewe paradigma onderneem. 'n Gevallestudieformaat is gebruik en was daarop gerig om die invloed van die hond op die leerders se aggressiewe gedrag grondig te verstaan. Die studie het oor 'n tydperk van agt opeenvolgende weke plaasgevind. Kwalitatiewe navorsingsmetodologie is gebruik. Dit het ’n doelbewuste streekproef van deelnemers, vraelyste vir biografiese data, individuele semi-gestruktureerde onderhoude, observasies om die informasie wat uit die onderhoude verkry is, te ondersteun en inhoudsanalise vir die ontleding van die data (veldwerknotas) omvat. Die navorsingsbevindinge het ‘n afname in aggressiewe gedrag onder die leerders na die agt weke van die intervensie (hond se besoeke) getoon. Algemene positiewe gedrag is waargeneem en die belangrikste bevinding was dat die deelnemende onderwysers van mening was dat die klas meer hanteerbaar was en meer tyd tot hul beskikking vir die opvoeding van leerders toegelaat het. Die onderwysers kon verskeie perspektiewe uitlig aangesien elk op 'n ander manier by die klas betrokke was. Daar was 'n duidelike kommentaar dat PAA 'n invloed op individuele leerders uitgeoefen het en dit het die interaksie onder die leerders in die klas beïnvloed. Die navorser stel voor dat verdere studies onderneem word om te bepaal hoeveel tyd onderwysers benodig om 'n langdurige positiewe effek op leerders se aggressiewe gedrag te bewerkstellig, eerder as om telkens wanneer ‘n probleem opduik ‘n oplossing te vind wat moontlik nie op die lang duur effektief sal wees nie. Verder kan ondersoek ingestel word na hoe PAA die leerders se gedrag buite die klas beïnvloed.

South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive classrooms for learning numeracy and ensure quality education. / Mathematics Education / D. Ed. (Didactics)

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)

In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two primary schools and one nursery school with 22 participants in the Johannesburg area in South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-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)

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)