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Thesis (MTech(Education))--Cape Peninsula University of Technology, 2009 / The importance of phonological awareness in the reading process is acknowledged, but that it is inadequate stems from a number of learners who still have reading problems in schools. Therefore, the influence of a motoric programme as an intervention method to improve the reading level of ten grade 2 learners by means of action research. The research group consisting of five boys and five girls with differing ages between 7 and 8 years receives mother t~unge: education in a primary school in the northern suburbs of Cape Town. Learners in the research group could not meet the national assessment standards as stated in the NCS for Reading and Looking (LO 3:3,4). The reading level of the research group was determined during a pre-evaluation phase by five Foundation phase educators using grade 2 reading material and professional observation recorded by means of open coding. These qualitative remarks were qualitively analysed to determine the impact the rnotoric prograrnrne had on the reading level of the group. The research group was subjected to a motoric plan consisting of big and small motoric movements over a period of ten weeks, three days a week for 30 minutes at a time. The programme was designed so that sensory systems and perceptual motoric processes would develop simultaneously as a unit as both are regarded as determinants of an improved reading level. Evaluation after completion of the motoric programme was conducted in the same way as the pre-evaluation phase, but with more advanced grade 2 reading material. Analysis of the data showed that the motoric programme improved reading levels with regard to fluency, speed, accuracy, synthesis/analysis and self correction. Additional observations such as extensive head movements, finger reading, bent posture, rhythmical swaying movements and conclusions made from sketches show a decrease with the best improvement at girls. The study shows that a motoric programme as intervension method supplies the necessary support needed to improve reading levels.

This study aimed to assess and compare the visual perceptual, visual motor integration and motor abilities of infants weighing less than 1250 grams at birth and a matched group of normal full birth weight controls at the age of five to six years. The group of infants with birth weights below 1250 grams were born during the period July 1988 to June 1989 at Groote Schuur Hospital (GSH), Cape Town or in midwife obstetric units in the Peninsula Maternal and Neonatal Service (PMNS) and referred to the neonatal intensive care unit at GSH. The very low birth weight (VLBW) infants were assessed at 1 and 2 years of age in 1989 & 1990. The present study was part of a broader study that included the examination of developmental outcome of these infants, using the Griffith's Mental Development Scale (Griffith's). The study recognised the complex interaction of biological and environmental factors and their influence on development and attempted to describe the confounds that may have influenced outcomes. The VLBW children were shorter in stature than their full birth weight counterparts. They were also significantly lighter and had smaller head circumferences. Psychometric evaluation with the Griffith's showed the VLBW children to fall predominantly in the normal range, though their performances were significantly inferior to that of the full-term children. The greatest differences between the groups were in scores for the subscales performance and practical reasoning of the Griffith's. Visual perception, visual motor integration, fine motor skill and gross motor function were all significantly poorer in the VLBW children. There was no correlation within the VLBW group between the test results and birth weight, gestational age, growth status, neonatal hospital stay or social status.

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Full thesis Submitted in fulfilment of the requirements for the degree Master in Education in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014 / This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners in the pre-reading or pre-alphabetic phase. These areas are: Visual Perception (VP), cognitive development, early reading, teacher knowledge and the Grade R policy framework. The mainly qualitative data collected over a period of ten months was derived from various potential or actual sources of teacher subject knowledge of VP. The most important source was the existing knowledge base of the four Grade R teachers in the sample. The connections between the data provided a picture of the accuracy and explicitness of the VP conceptual-content in the sources. For the Grade R teachers to be competent in visual training design, they would need suitable subject knowledge capacitation in VP. The findings revealed that training undergone by most Grade R teachers is VP deficient; the Grade R curriculum is VP vague; teacher training requires more infusion of Grade R curriculum; the regional Grade R diagnostic test is VP rich, albeit semi-concrete and not concrete in the assessment activities’ learning levels; finally, the Grade R teachers in the sample are highly motivated, and they are hungry for professional development. Key words: subject knowledge; Visual Perceptual Skills (VPS)/Visual Perception (VP); visual-training design; pre-reading/pre-alphabetic phase; professional development.

This dissertation reports on an evaluation of the home visiting programme of the SACLA Rehabilitation Worker project against the background of the socio-economic context of the community and the history of the project. The evaluation had two aims. Firstly, it aimed to highlight the programme's strengths and weaknesses so that the work could become both more efficient and more effective. Secondly, it aimed to establish whether the SACLA rehabilitation project is an effective model of a community based rehabilitation project on which other local projects could be based. Quantitative data was collected by interviewing the caregivers of disabled children who were involved in the project. In-depth interviews with the rehabilitation workers provided qualitative data which was used to confirm the validity of some of the quantitative data. The foremost findings were that the mothers were very positive about the support received from the RWs. The majority of the caregivers remembered the activities that they had been taught by the RWs and performed them well. Poor communication with the caregivers and a lack of skills on the part of the RWs gave rise to a number of problems. A number of changes highlighted by the evaluation were suggested. In conclusion, the project was found to be an effective model of local community based rehabilitation on which other projects could be based.

This study was conducted in order to assess the effects of creative stimulation in early childhood. The quantitative quasi-experimental study was set out to test a target group of 8 children in grade R, ranging in age from five to six years, to determine the importance of stimulation and intervention of creativity from a young age. A pre-test, evaluated the initial level of each child’s creative skills in fluency, flexibility and originality. This was followed by selecting one class as the experimental group and another class, from the same demographical location, as the control group. The experimental group underwent a six-week intervention programme which focused on the primary concepts in each area of fluency, flexibility and originality. Both groups continued with their normal school learning programmes. The results indicate that the impact of stimulation on young children was significant and that there was a great difference in the abilities and understanding of concepts in those children whohad been stimulated. / Teacher Education / M. Ed. (Psychology of Education)

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. / Inclusive Education / M. Ed. (Inclusive Education)