This dissertation explores the impact of malaria on Foundation Phase learners and educators in Vhembe. Malaria is prevalent in three South African provinces, Kwazulu-Natal, Mpumalanga and Limpopo. The Limpopo province has the highest number of malaria cases. Malaria is transmitted by mosquitoes, in South Africa the An.merus and An. arabiensis, with the latter being the primary vectors. Continuous exposure to malaria infections will impact the academic performance of children. Especially in those communities where socio-economic issues, such as poverty, inadequate housing and unemployment exist, as well as weak public healthcare systems. This study was situated in an interpretive paradigm and a qualitative approach, using a case study, was followed. Data was collected by conducting interviews with principals and educators. The results indicated that principals and educators believed that parents were the most knowledgeable about malaria. There was consensus that the Department of Health promoted malaria awareness and the local clinic was the first point of contact for treatment. Schools were not involved in malaria education, except for accommodating annual healthcare visits. The empirical research findings provide evidence to show that teaching and learning continues at schools even when learners or educators are absent. Parents were responsible for the care of their children as well as for ‘catchup’ lessons. Collaboration between the Limpopo Department of Health, the Department of Basic Education officials, principals, educators, parents, and healthcare workers must be strengthened. Existing curriculum topics should be used to further advance malaria awareness. The lack of internet connectivity, efficient public transport and bad roads present a major challenge for the community in accessing healthcare services. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

Malaria is a major health dilemma with over 90% deaths occurring in Africa, south of the Sahara (WHO, 2003). Malaria has become endemic in South Africa, especially in the northeastern areas of three provinces, namely KwazuluNatal (KZN), Limpopo and Mpumalanga. The vulnerability of the infection is high during the summer rainy season between the months of September and May (Morris et al., 2013). ). An important case for consideration is the impact of malaria on the health of learners within these endemic areas. The study explored the possibility of promoting awareness of malaria education through the Life Skills curriculum in the Foundation Phase. The study applied Social Cognitive Theory (SCT) (Bandura, 1977) and the theory of Situated Cognition (Brown, Collins & Duguid, 1989) in an attempt to explain the link between curriculum and malaria health education. The study uses two qualitative customs of inquiry, namely narrative inquiry and case study approaches. The research sites were two primary schools in the Hamakuya area of the Vhembe district that were purposefully selected. The participants were 21 learners in the Foundation Phase from the abovementioned two schools, ten parents and seven Foundation Phase teachers. Data were collected by means of semistructured interviews and documents analysis. The data were analysed through thematic analysis (Braun & Clarke, 2006). The study results revealed that teachers did not demonstrate holistic knowledge to embrace the entirety of the content they need to teach the children in the Foundation Phase about malaria. The study highlights that malaria incorporation into the Life Skills curriculum in the Foundation Phase may become may successfully bridge the malaria knowledge gap. The need for a health curriculum that integrates curriculum elements (such as planning, enacting and assessing learning outcomes) was revealed. This is necessary to entrench Foundation Phase learners with desired learning outcomes. / Thesis (PhD)--University of Pretoria, 2017. / Early Childhood Education / PhD / Unrestricted