In South Africa many children are affected by poverty and neglect. These children are underprivileged and experience poor performance in school and may even drop out (Department of Education, 2001: 4). Even though legislative prescripts mandate government to provide quality education, access is still a challenge. The KwaZulu-Natal Provincial Government, civil society and the business sector are in agreement that the vision for the KwaZulu-Natal province is a “prosperous province with [a] healthy, secure and skilled population, acting as a gateway to Africa and the world” (KwaZulu-Natal Provincial Planning Commission, 2011: 6). Economic growth, improvement of people’s lives, reducing inequality, and promoting environmental sustainability is indeed a priority for the KwaZulu- Natal government (KwaZulu-Natal Provincial Planning Commission, 2011: 10). This study then aimed to evaluate the implementation of Guidelines for Early Childhood Development (ECD) Services looking at early childhood development centres in the Mkhambathini local municipality. The study seeks to contribute to current theories and specifically to the existing knowledge of the fact that in Africa there are disparities between policy statements and practice in early childhood development centres which have implications for policy implementation and quality education as a broad objective in developing countries. In this research study in-depth open ended interviews, direct observation, and document analyses were used. The researcher used a mixed method approach in sequential data collection. The findings of the study have been found to be consistent with previous studies conducted on ECD services. The findings reveal that there are discrepancies between the number of children that ECD centres are registered for and the number of children who attend the centres. The coverage implementation of ECD guidelines is biased; subgroups, disabled children, and children with special needs do not fully participate in or are not able to access services in the Mkhambathini municipality. The study argues that at this stage the guidelines for ECD services are not implemented as designed. The document lacks implementation strategies which take into account the environmental issues of the province of KwaZulu- Natal. The Guidelines for Early Childhood Development (ECD) Services set a high standard for ECD centres; too high for rural areas to comply with. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2013.

In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Is daar 'n verband. tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Hoeveel tyd bestee Grondslagfase-onderwysers daagliks aan die onderrig van leerders se lewensvaardighede? • Verskil die daaglikse tydsbesteding aan die onderrig van Lewensvaardighede, Gesyferdheid en Geletterdheid betekenisvol van mekaar? • Is daar faktore wat Lewensvaardigheidsopvoeding in die Grondslagfase belemmer? • Watter aanbevelings kan gemaak word om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder? Ten einde bogenoemde vrae te beantwoord is 'n gekombineerde (kwantitatiewe en kwalitatiewe) navorsingsmetode geTmplementeer. Data is deur middel van 'n gestruktureerde vraelys by 'n steekproef van Grondslagfase-onderwysers in die Potchefstroom en Klerksdorpskooldistrikte van die Noordwes Provinsie ingesamel en die inllgting is statrsties geanaliseer: Die kwantitatiewe fase van die ondersoek is opgevolg deur 'n kwalitatiewe fase waartydens onderhoude met Grondslagfase-onderwysers gevoer is. Voortspruitend uit die kwantitatiewe en kwalitatiewe resultate, is die volgende gevolgtrekkings gemaak, wat in diepte in die verhandeling bespreek sal word: • Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding is oor die algemeen oorwegend positief. • Daar is 'n verband tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding. • Die meerderheid van die Grondslagfase-onderwysers bestee tussen 25% en 35% van hulle daaglikse tyd aan die onderrig van Lewensvaardighede. • Die tyd wat 'Grondslagfase-onderwysers daagliks aan die onderrig' van Lewensvaardighede, Gesyferdheid en Geletterdheid bestee, verskil betekenisvol van mekaar. Die meeste tyd word daagliks aan die onderrig van Geletterdheid bestee, gevolg deurGesyferdheiden Lewensvaardighede. • Daar is bepaalde faktore wat die suksesvolle. aanbieding van Lewensvaardighede -in die GroRdslagfase belemmer. Op grond van die bevindinge van die ondersoek, is bepaalde aanbevelings aan die hand gedoen om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder. / Life Skills, as prescribed by the Department of education, is one of three learning programmes in the Foundation Phase as reflected in the Nationa1 Curriculum Statement. Life Skills focuses on the development of values for life and has as a goal, the development of responsible and disciplined citizens for South-Africa. Against the-background of the above mentioned super ordinate outcome of Life Skills education the aim of the study was to find answers to the following research questions: • What is the attitude of Foundation Phase teachers towards the teaching of Life Skills? • Is there a connection between specific biographical variables and the Foundation Phase teacher's attitude towards Life Skills? • How much time do Foundation Phase teachers spend daily on teaching Life Skills to learners? • Is there a significant difference on the time spent daily on die teaching of Life Skills, Numeracy and Literacy? • Are there factors that hinder the teaching of Life Skills in the Foundation Phase? • What recommendations can be made to promote the teaching of Life Skills in the Foundation Phase? In order to answer the above questions, a mixed research method (quantitative and qualitative) was implemented. Data were gathered by means of a structured questionnaire from a random sample of Foundation Phase teachers in the Potchefstroom and Klerksdorp school districts of the North West Province, and the information was analysed statistically. The quantitative phase of the investigation was followed bya qualitative phase during which personal interviews with Foundation Phase teachers were conducted. Originating from the quantitative and qualitative results, the following recommendations were made that will be intensiv.ely discussed in the dissertation: • The attitude of Foundation Phase teachers towards Life Skills education are in general positive. • There is a correlation between some biographical variables and the Foundation Phase teachers' attitude towards Life Skills education. I • The majority of the Foundation Phase teachers spend between 25% and 35% of their daily time on the education of Life Skills. • The daily .input that Foundation Phase teachers spend on the teaching of Life Skills, Numeracy and Literacy differ meaningfully from each other. Most of the time is spent on the teaching of Literacy, followed by Numeracy and Life Skills. • There are specific factors that hinder the successful presentation of life Skills in the Foundation Phase. Based on the results of the investigation, specific recommendations were made to promote the teaching of Life Skills in the Foundation Phase. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

In die Grondslagfase is Lewensvaardighede een van drie leerprogramme wat deur die Departement van Onderwys voorgeskryf en verder in die Nasionale Kurrikulumverklaring uiteengesit word. Lewensvaardighede fokus op die ontwikkellng van lewenswaardes en stel die ontwikkeling van verantwoordelike en gedissiplineerde landsburgers. van Suid-Afrika ten doe!. Teen die agtergrond van die bogenoemde oorkoepelende uitkoms van Lewensvaardigheidsopvoeding, was die doel van die studie om antwoorde op die volgende navorsingsvrae te ViFld: • Wat is Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Is daar 'n verband. tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding? • Hoeveel tyd bestee Grondslagfase-onderwysers daagliks aan die onderrig van leerders se lewensvaardighede? • Verskil die daaglikse tydsbesteding aan die onderrig van Lewensvaardighede, Gesyferdheid en Geletterdheid betekenisvol van mekaar? • Is daar faktore wat Lewensvaardigheidsopvoeding in die Grondslagfase belemmer? • Watter aanbevelings kan gemaak word om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder? Ten einde bogenoemde vrae te beantwoord is 'n gekombineerde (kwantitatiewe en kwalitatiewe) navorsingsmetode geTmplementeer. Data is deur middel van 'n gestruktureerde vraelys by 'n steekproef van Grondslagfase-onderwysers in die Potchefstroom en Klerksdorpskooldistrikte van die Noordwes Provinsie ingesamel en die inllgting is statrsties geanaliseer: Die kwantitatiewe fase van die ondersoek is opgevolg deur 'n kwalitatiewe fase waartydens onderhoude met Grondslagfase-onderwysers gevoer is. Voortspruitend uit die kwantitatiewe en kwalitatiewe resultate, is die volgende gevolgtrekkings gemaak, wat in diepte in die verhandeling bespreek sal word: • Grondslagfase-onderwysers se houding teenoor Lewensvaardigheidsopvoeding is oor die algemeen oorwegend positief. • Daar is 'n verband tussen sekere biografiese veranderlikes en Grondslagfaseonderwysers se houding teenoor Lewensvaardigheidsopvoeding. • Die meerderheid van die Grondslagfase-onderwysers bestee tussen 25% en 35% van hulle daaglikse tyd aan die onderrig van Lewensvaardighede. • Die tyd wat 'Grondslagfase-onderwysers daagliks aan die onderrig' van Lewensvaardighede, Gesyferdheid en Geletterdheid bestee, verskil betekenisvol van mekaar. Die meeste tyd word daagliks aan die onderrig van Geletterdheid bestee, gevolg deurGesyferdheiden Lewensvaardighede. • Daar is bepaalde faktore wat die suksesvolle. aanbieding van Lewensvaardighede -in die GroRdslagfase belemmer. Op grond van die bevindinge van die ondersoek, is bepaalde aanbevelings aan die hand gedoen om die onderrig van Lewensvaardighede in die Grondslagfase te bevorder. / Life Skills, as prescribed by the Department of education, is one of three learning programmes in the Foundation Phase as reflected in the Nationa1 Curriculum Statement. Life Skills focuses on the development of values for life and has as a goal, the development of responsible and disciplined citizens for South-Africa. Against the-background of the above mentioned super ordinate outcome of Life Skills education the aim of the study was to find answers to the following research questions: • What is the attitude of Foundation Phase teachers towards the teaching of Life Skills? • Is there a connection between specific biographical variables and the Foundation Phase teacher's attitude towards Life Skills? • How much time do Foundation Phase teachers spend daily on teaching Life Skills to learners? • Is there a significant difference on the time spent daily on die teaching of Life Skills, Numeracy and Literacy? • Are there factors that hinder the teaching of Life Skills in the Foundation Phase? • What recommendations can be made to promote the teaching of Life Skills in the Foundation Phase? In order to answer the above questions, a mixed research method (quantitative and qualitative) was implemented. Data were gathered by means of a structured questionnaire from a random sample of Foundation Phase teachers in the Potchefstroom and Klerksdorp school districts of the North West Province, and the information was analysed statistically. The quantitative phase of the investigation was followed bya qualitative phase during which personal interviews with Foundation Phase teachers were conducted. Originating from the quantitative and qualitative results, the following recommendations were made that will be intensiv.ely discussed in the dissertation: • The attitude of Foundation Phase teachers towards Life Skills education are in general positive. • There is a correlation between some biographical variables and the Foundation Phase teachers' attitude towards Life Skills education. I • The majority of the Foundation Phase teachers spend between 25% and 35% of their daily time on the education of Life Skills. • The daily .input that Foundation Phase teachers spend on the teaching of Life Skills, Numeracy and Literacy differ meaningfully from each other. Most of the time is spent on the teaching of Literacy, followed by Numeracy and Life Skills. • There are specific factors that hinder the successful presentation of life Skills in the Foundation Phase. Based on the results of the investigation, specific recommendations were made to promote the teaching of Life Skills in the Foundation Phase. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2010.

Orientadores: Cecilia Guarnieri Batista, Maria Aparecida Affonso Moyses / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-15T04:28:03Z (GMT). No. of bitstreams: 1 Santos_SandroRodriguesdos_M.pdf: 419623 bytes, checksum: 22916b866e8547fe34aa43afcba4e6b0 (MD5) Previous issue date: 2010 / Resumo: Tradicionalmente, o diagnóstico de deficiência gerava prognósticos de dificuldades de aprendizagem e déficits generalizados. Mais recentemente, diferentes autores vêm sugerindo que essa relação não é tão direta. No presente estudo, sete crianças, entre sete e doze anos, com diagnósticos de deficiência (visual, intelectual, física) e/ou dificuldades de aprendizagem, participaram de um projeto de capoeira. O estudo envolveu a observação de 26 aulas semanais de 45 minutos. Foram examinadas videogravações e anotações em Diário de Campo, visando o preenchimento de dois protocolos descritivos: 1- centrado na dinâmica do grupo e 2- centrado no desempenho de cada participante. A análise dos resultados permitiu visualizar envolvimento nas atividades propostas, a apropriação de conhecimentos teóricos e a execução dos gestos técnicos de acordo com as orientações, para a maioria das crianças, com diferentes níveis de aquisição. Os resultados estão em consonância com as concepções de deficiência como fenômeno complexo, e destacam a importância de um planejamento pedagógico apropriado ao perfil dos alunos / Abstract: The diagnostic of impairment has been traditionally related to prognoses of learning difficulties and generalized deficits. More recently, different authors have asserted that this is not a direct relationship. In the present study, seven children took part on a "capoeira" project. The group comprised children seven to twelve years old, who had been diagnosed as presenting an impairment (visual, intellectual or physical impairment) and/or learning difficulties. The study involved the observation of 26 weekly classes of 45 minutes each. Video recording and field notes were analyzed, with different focuses: 1- group dynamics, and 2- performance of each participant in the activities. The analysis of the results indicated the involvement of the children in the proposed activities, the appropriation of theoretical knowledge and the execution of technical gestures, according to the corresponding orientation, for the majority of the children, with different acquisition levels. The results are in agreement with conceptions of deficiency as a complex phenomenon, and highlight the importance of a pedagogical planning which corresponds to the students' profile / Mestrado / Saude da Criança e do Adolescente / Mestre em Saude da Criança e do Adolescente

O presente estudo nasceu da Pesquisa Multicêntrica de Indicadores Clínicos de Risco para o Desenvolvimento Infantil que validou para uso pediátrico o instrumento denominado Indicadores Clínicos de Risco para o Desenvolvimento Infantil (IRDI), construído a partir da teoria psicanalítica. Além dos resultados diretamente relacionados à validação dos indicadores, a Pesquisa IRDI forneceu evidências empíricas para algumas importantes formulações teóricas psicanalíticas e se inscreveu também em um campo de discussão metodológica ao propor a articulação do método experimental com o método clínico. O presente estudo teve dois grandes objetivos: ampliar as bases teóricas do IRDI e propor uma discussão metodológica. Teve ainda dois objetivos específicos: a) explorar os resultados específicos da subamostra de 130 crianças em torno do eixo da função paterna; b) Contribuir para o campo de estudos psicanalíticos sobre os bebês. Para realizar a ampliação teórica, o estudo examinou os fundamentos teóricos de cada um dos 31 indicadores propostos pela pesquisa IRDI. A discussão metodológica foi realizada neste estudo tendo como direção de pesquisa a seguinte pergunta: o uso da metodologia experimental compromete as bases psicanalíticas da Pesquisa IRDI? O presente estudo buscou também explorar os resultados de uma amostra específica de 130 crianças. Em relação à subamostra, os achados clínicos apontaram o aparecimento significativo de duas sintomatologias nas crianças aos três anos, agressividade e ausência de enredo no brincar, efeitos de uma operação frágil da função paterna. Em relação à discussão metodológica, conclui-se que a conceituação e os fundamentos da pesquisa são psicanalíticos e que as metodologias utilizadas possibilitaram uma convergência interdisciplinar (Hans) e interações da psicanálise (Mijolla-Mellor) com outras disciplinas. Propõe-se considerar que a utilização de diferentes métodos não se contrapõe à semiologia psicanalítica porque a psicanálise não é uma só modalidade de investigação e sua referência metodológica não é única. Essa diversidade e heterogeneidade constitutiva colocam a psicanálise em posição de interagir com as demais disciplinas, como propõe Mijolla. / The present study originated in the Mulri-Center Reaserch on Clinical Risk Indicators for Child Development, which validated the pediatric use of a tool named Clincal Risk Indicators for Child Development (CRICD) Indicadores Clínicos de Risco para o Desenvolvimento Infantil (IRDI), based on the psychoanalytical theory. Besides the results directly related to the validation of risk indicators, CRICD Research provided empirical evidence of some important psychoanalytic theoretical formulations and incited methodological discussions by proposing a combination of the experimental and clinical methods. The present study aims at two relevant goals: to widen CRICDs theoretical basis and to propose a methodological discussion. And had also two specific objectives: a) explore in greater detail results obtained from a specific sample group of 130 children which are related to the theoretical axis called Paternal Function; b) unveiling the psychopathology of early infancy. To accomplish the expansion theory, the study examined the theoretical fundamentals of each one of the 31 indicators proposed by the CRICD Research.The methodological discussion contained in this study was guided by the following question, which in turn oriented our research: does the use of experimental methodology undermine the psychoanalytical basis of CRICD Research? Regarding the specific sample of 130 childrens. The present study also explores in greater detail results obtained from a specific sample group of 130 children. Clinical findings show the emergence of two significant symptomalogies in three-year old children: aggressiveness and the lack of a plot when playing, which are understood as the effects of a fragile performance of the paternal function. By means of a methodological discussion, we conclude that the conceptualization and fundamentals of this study are indeed psychoanalytical and the methodology employed allowed for an interdisciplinary convergence (Hans) and interactions of psychoanalysis (Mijolla-Mellor) with other disciplines. It intends to show that the use of different methods is not conflictive with psychoanalytical semiology. Psychoanalysis is neither a unique research modality, nor is its methodological reference unique. Such constitutive diversity and heterogeneity allow for psychoanalysis to interact with other disciplines and to progress by means of diverse and heterogenic sources, as Mijolla proposes.

This dissertation consists of three essays related to the effects of welfare reform on the intergenerational transmission of welfare participation as well as effects on labor supply and childcare arrangements. States implemented welfare reform at different times from 1992 to 1996, and these policies notably introduced work requirements and other restrictions intended to limit dependency of needy families. One mechanism reforms were intended to address was childhood exposure to a "culture" of ongoing welfare receipt. In Essay 1, I estimate the effect of reform on the transmission of welfare participation for 2961 mother-daughter pairs in the Panel Study of Income Dynamics (PSID) over the period 1968-2013. I find that a mother's welfare participation increased her daughter's odds of participation as an adult by roughly 30 percentage points, but that welfare reform attenuated this transmission by at least 50 percent, or at least 30 percent over the baseline odds of participation. While I find comparable-sized transmission patterns in daughters' adult use of the broader safety net and other outcomes such as educational attainment and income, there is no diminution of transmission after welfare reform. In Essay 2, I estimate behavioral labor supply responses to reforms using experimental data from Connecticut's Jobs First welfare waiver program in 1996. Recent studies have used a distributional analysis of Jobs First suggesting evidence that some individuals reduce hours in order to opt into welfare, an example of behavioral-induced participation. However, estimates obtained by a semi-parametric panel quantile estimator allowing women to vary arbitrarily in preferences and welfare participation costs indicate no evidence of behavioral-induced participation. These findings show that a welfare program imposes an estimated cost up to 10 percent of quarterly earnings, and these costs can be heterogeneous throughout the conditional earnings distribution. Lastly, in Essay 3, I return to PSID data to examine the relationship between welfare spending on childcare assistance and the care arrangements chosen by low-income families. Experimental evidence has shown that formal child care can result in long-term socioeconomic gains for disadvantaged children, and work requirements after welfare reform have necessitated increased demand for child care among single mothers. I find that an increase of a thousand dollars in state-level childcare assistance per child in poverty increases the probability of formal care among low-earnings single-mother families by about 27 to 30 percentage points. When public assistance makes child care more affordable, families within the target population reveal a higher preference for formal care relative to informal, which may be related to perceived quality improvements for child enrichment and development.

The purpose of this study was to explore the potential connection between emotional awareness and resilience in a young child affected by HIV/AIDS. The study forms part of a broad research project, the Kgolo-Mmogo project, involving a multidisciplinary team of researchers from the University of Pretoria, South Africa and Yale University in the United States of America. The Kgolo-Mmogo project aims to investigate the adaptive functioning of children affected by HIV/AIDS, whilst potentially enhancing resilience. The project involves an assessment of the participating children, which is followed by a structured intervention and post assessment. The conceptual framework for my study was based on existing literature relating to early childhood development, emotional development, as well as children affected by HIV/AIDS and resilience. I followed a qualitative approach, anchored in the interpretivist paradigm. I utilised an instrumental case study research design and conveniently selected the participants, who were involved in the broader Kgolo- Mmogo project at the onset of my study. One five year old girl, her mother and the care workers who facilitated the intervention, participated in my study. I observed eleven intervention sessions, as well as the pre- and post assessment. In addition to observation, documented in the form of field notes, photographs and a research journal, I employed conversational interviews with the care workers, for data collection and member-checking purposes. I also conducted two semi-structured interviews with the mother of the participant. Three main themes emerged subsequent to thematic data analysis. The first theme relates to developmentally appropriate skills that remained constant throughout my study, with the sub-themes associated with the cognitive, emotional and social domain of development. The second theme concerns accelerated emotional functioning in certain areas of development, with the sub-themes being an increased frequency in referring to feelings, and an increased differentiation when referring to feelings and desires. The last theme entails the enhancement of social skills, with the sub-themes relating to the formation of trusting relationships and enhanced communication about experiences. Based on the findings I obtained, I can conclude that the Kgolo-Mmogo intervention seemingly provided some learning opportunities to foster emotional resilience in a young, vulnerable child. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.

The capability to change and adapt, known as plasticity, is one of the most impressive features of the human brain. It is most pronounced during childhood development. While a child acquires various cognitive skills, the brain matures alongside. Language learning is such a process that occurs naturally across childhood development, supposedly within a sensitive period. Originally, the sensitive period for language acquisition was thought to close at puberty, after which language learning was believed to be near impossible. This view has since been challenged and it is now suggested that there are multiple sensitive periods for various aspects of language acquisition. Some aspects are rather well established, e.g. the vocabulary spurt, while others, e.g. comprehension of complex sentences, are not yet fully understood. I was interested in whether and how these two aspects of language learning could be ad- vanced through training within the framework of sensitive periods and how this related to structural plasticity in the healthy developing brain. First, natural gray matter maturation was examined. The results support the existing literature of different trajectories for each gray matter mea- sure and provide new evidence for the widespread maturational process of cortical thinning to be in progress already at four years of age. Second, a word learning training was applied to investigate underlying plastic changes during an ongoing sensitive period of word learning. I found that language-specific inferior frontal areas, as well as domain-general parietal regions, responded to training with gray matter changes. Third, training-induced plasticity was examined at the onset of a sensitive period for complex syntax comprehension. Here, frontal domain-general regions showed plastic changes, but no language-specific regions were engaged. This study underlines the importance of task demands and the crucial role of general processes (e. g. attention and memory) under- lying higher-order tasks such as language learning. The changes to the gray matter structure as a function of language training during specific points in sensitive periods of language acquisition are discussed and I point out how these findings compliment and extend the current literature on brain plasticity in childhood development in the context of cognitive training.

Magister Educationis - Med / The purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.