While career development has been acknowledged as a lifelong process, little research attention has been given to the developmental stage of childhood. In addition, there has been a lack of longitudinal research into career development despite consistent calls for research of this nature. The lack of research and theory pertaining to childhood career development prompted the initiation of the current longitudinal project of which the present study forms a part. The longitudinal project was designed to provide information about the occupational aspirations and perceptions of a cohort of South African children from six years of age onwards, with the present studying examining the occupational aspiration development of 12 to 14 year old South African children. South African career research to date has focused primarily on adolescent and adult career development. The present longitudinal study aimed to explore and describe possible changes over a three year period in the interest typology, occupational status level and occupational gender stereotypes of the 44 participants. In addition, the study aimed to explore and describe the sample’s reflections on their own occupational aspiration development. The results of this study will provide much needed baseline information on the development of South African children’s occupational aspirations and will provide useful recommendations for the development of career education programmes. The present study was contextualised within both child and career development theories. This study was quantitative in nature as it made use of semi-structured interviews and biographical questionnaires to record verbal data which was transposed into nominal data for analysis. The semi-structured interview consisted of four broad areas that included the participants’ occupational aspirations, how many occupations they knew about, how much they knew about the identified occupations xiii and the extent to which they held gender stereotypes regarding fourteen different occupations. The data captured was coded according to Holland’s (1985) classification system of interest types. The occupational aspirations identified by participants were also coded according to their status levels. The coded data was then analysed using descriptive statistics in the form of frequency counts and percentages. In addition, content analysis was performed on the participants’ reflections on their own career development in order to elicit themes. Results from the study supported child and career development theories, emphasising childhood as a critical phase of career development. The study found that the majority of children aspired to Social type occupations across all three years of the study and most children consistently aspired to high status occupations. Furthermore, occupational gender stereotyping decreased over time. Lastly, it was found that most children were able to reflect on their career development with the majority attributing changes in their occupational aspirations to changes in their interests. The present study has provided valuable insight into the occupational aspiration development of a group of South African children, which can be used as a foundation on which to base further research and on which to develop career education programmes.

The Association for Research in Infant and Child Development (ARICD) is currently in the process of revising the Griffiths Scales. When revising measures, obtaining practitioners’ views on the measure is common practice. The purpose of the present study was to explore the themes emerging from a group of practitioners surveyed on their opinions about the Griffiths Scales in order to inform the Griffiths Scales revision process. A qualitative, survey methodology was used. A survey questionnaire was designed and distributed by the ARICD to ascertain practitioners’ and researchers’ views on assessing child development, insights into practicalities and the usability of the Griffiths Scales, as well as their opinions on potential changes and improvements. Data were also gathered on the frequency, purpose and age range with which practitioners used the Griffiths Scales. The questionnaire was distributed to Registered Griffiths Scales Users (practitioners) via the ARICD members’ email distribution list. The practitioners and researchers were either current or past users of the Griffiths Scales. Eighty-five completed questionnaires were returned of which 52 were from current, regular users of the Griffiths Scales and 33 were from non-users. The data obtained from the 85 returned questionnaires were analysed in the present research study using thematic analysis to extract themes for both users and non-users of the Griffiths Scales. The results of the data analysis revealed four over-arching themes, namely, purpose and use of the Griffiths Scales; domains, content, and structure of the Griffiths Scales; psychometric properties, standardisation, and norms; and merits, limitations, and improvements. Based on the themed views of practitioners, recommendations were made regarding the support for the next revision cycle as well as strengths of the Griffiths Scales that should be retained and improvements and additions needed. It is hoped that these recommendations will guide aspects of the revision process. Consequently, the recommendations have been submitted to the Project Board.

International research highlights conflicting results regarding factors that could play a role in the development of occupational aspirations and occupational gender stereotyping of primary school children. Some of the variables that have been identified are age, gender, ethnicity, socioeconomic status and societal influences. There has been some research emphasis on the career development of South Africans. However, studies that have been conducted have focused mainly on adolescents and adults. Furthermore, the majority of this research has focused on programme intervention and not on acquiring baseline information. There has been no research to date on the career development of South African Xhosa-speaking senior primary school children. The lack of career research on South African Xhosa-speaking children indicates the need for the present research. This study aims to describe and compare the occupational aspirations and occupational gender stereotyping (in terms of Holland’s occupational and status level typology) of male and female Xhosa-speaking senior primary school learners. The study also describes the possible gender stereotypical perceptions preadolescent children hold regarding certain occupations. A non-probability sample of 274 Xhosa-speaking children between the ages of 10 and 14 years was drawn from two primary schools in townships in the Nelson Mandela Metropole. An exploratory and descriptive research framework was utilised, with descriptive statistical procedures employed to summarise and report the data in a meaningful manner. The major findings of the present study indicate that Xhosa-speaking senior primary school children’s favourite occupational aspirations fit into Holland’s Investigative typology and high status level. Some gender differences were evident, with slightly more boys aspiring to Investigative occupations than girls. Both boys and girls demonstrated gender stereotypical perceptions regarding xiii which occupations were suitable for both genders, with boys more willing to accept girls into traditional male occupations than girls willing to accept boys into traditional female occupations. The results of the present study emphasise the need for further exploration of the occupational aspirations and occupational ge nder stereotyping of Xhosa-speaking senior primary school children. Future research needs to include other cultural and age groups in order to explore how personal and situational variables may differentially influence children’s occupational aspirations and occupational gender stereotyping.

M.Ed. (Education and Learning Support) / This study focused on the design, implementation and reflection of the development of a workshop for educators with regards to understanding and effectively managing learners with Attention Deficit Hyperactivity Disorder (ADHD) in their classrooms. This study was done in an action research framework in four specific stages, (a) the educators role, (b) educators knowledge about teaching, (c) teaching practices, and (d) reflective practices. Data was collected from a video recording of the workshop on ADHD, an informal focus group assessment questionnaire, and collection of participant's artifacts of the activities during the workshop. Educators who were engaged in the stages of action research during the workshop were provided with theory, strategies, and a checklists on ADHD. This structure assisted educators through the process of becoming knowledgeable, effective, and reflective managers of learners with ADHD.

M.Ed. (Educational Psychology) / Diversity is an important component of the South African society. Traditional standardised methods of assessment have been discouraged or abandoned. as they have been found to be discriminatory. Arguing for a systematic assessment process, Siegel (1999:307) states that the standardised methods are the best way to achieve understanding as to the reasons for the breakdown in Iearning and ensure effective intervention. The objective of this study was therefore to establish whether the Cognitive Assessment System (CAS), a cognitive assessment tool, correlates and is a predictor of achievement in the South African context. In order to examine the validity of this claim. I selected 32 black, Grade 6 learners, from a school In 8 Northern Johannesburg suburb, to determine whether the scores obtained on the CAS, correlate and predict achievement in the areas of reading and scholastic work. The quantitative research Involved identifying correlations between three data areas, the CAS. Woodcock Diagnostic Reading Battery (WDRB). and the scholastic marks obtained from school subjects for December 2000 and June 2001. As a result of this research and data analysis. high correlations were obtained between the three data areas. In addition the achieved scores of the WDRB were found to correlate with predicted scores taken from the learner's CAS Full Scale score. It was therefore concluded, that the Full Scale score of the CAS is predictive of achievement as measured by the six sub-tests taken from the WDRB. The findings of this study thus indicate that the CAS cognitive assessment tool could. within certain limitations, be used in the South African context to improve diagnostic interpretations and subsequent interventions. The challenge remains for additional research to be undertaken to explore the diagnostic value of the CAS in the wider community.

M.Ed. (Educational Psychology) / South Africa can be metaphorically described as a quilt – a combination of diverse languages, ethnicities, beliefs and cultural practices, carefully stitched together and passed on from one generation to the next. South African children grow and develop surrounded by the comfort and warmth of this colourful quilt. Although this provides a rich and dynamic learning environment, we face the challenge of providing equal quality education and educational psychological services to all our children. Psychological testing aids with the deeper understanding of an individual’s area of development and strengths in order to be able to make informed decisions about appropriate interventions, support and recommendations. However, due to South Africa’s problematic political past, psychological testing is faced with challenges of its own such as unavailability of tests that are culturally sensitive. This study forms part of a longitudinal study which is addressing this challenge by implementing a localized solution to a local problem, at an affordable cost. The Junior South African Intelligence Scale (JSAIS) is an instrument which measures the intelligence of 3- to 7-year-old children, and is currently standardised for Afrikaans and English-speaking children only. In an effort to eliminate the language barrier and make it more applicable of our South African population, the JSAIS GIQ-8 was translated into Sesotho and isiZulu. In previous studies, the translated tests were administered and a Rasch measure of analysis used to determine the quality of the items in relation to the ability of the participants. This exploratory qualitative study focuses on acquiring recommendations from a panel of people experienced in administering the JSAIS with the aim to improve the quality of the Sesotho JSAIS. Findings show that the Sesotho used in the initial translation is a pure form of Sesotho and participants are concerned that children living in townships around the country may not understand this well. The participants recommend administration to a wider sample group to learn more about the Sesotho dialects used in different regions of South Africa. A Sesotho manual needs to be added to guide administrators in regional word use and in providing standard instructions. The answer sheets needs to be adapted. Some of the pictures on the picture cards need to be changed and the Sesotho questions on those picture cards added as appendices...

M.Ed. (Multiculturalism and Education) / This project will endeavour to turn misconceptions of the past into mutual trust, understanding and respect for each of the population groups involved. It is hypothesized that: Intergroup contact can help refine information related to stereotypes and prejudice (Engels, 1993:1). Engels (1993:1) further argues that "intergroup contact alone is not sufficient to improve intergroup relationships and counter prejudices permanently". This research endeavours to probe into the possibility of reducing prejudice by creating a situation in which juveniles from different population groups will interact and engage in communication. To this, Czula (1979:31), contends that "only the type of contact that leads people to do things together is likely to result in changed attitudes". As a result, non-racial extra-curricula activities have been organised to provide a common ground where interpersonal and intergroup encounters will take place. Such an encounter is meant to instill in the youth (i.e. high school students, black and white) respect and understanding for other cultural groups irrespective of their pigmentation. In preparation for an integrated, multicultural education system which does not deny cultural plurality, it is necessary to prepare our youth for the advent of such a system by exposing them to a situation in which they will learn about each other's perceptions. It is hoped that this will enable students to rid themselves of unfounded misconceptions by laying the ground for them to acquire knowledge about each other and share matters of common concern, in order to bridge the chasm which exists between them.

D.Ed. / The primary goal of this research is to describe a model for educational psychologists to guide the child in the informal housing community to deal constructively with anger. The rationale for the research is derived from changes in the South African society. In the struggle for survival, the child develops inappropriate ways of dealing with anger. The child's mental health is therefore endangered and through facilitative interaction the educational psychologist can support the child in developing skills in dealing constructively with anger. The study commences with a theoretical framework in which the suppositions of the research are discussed. The meta-theoretical suppositions, based on the theory of educational psychology for the whole person, phenomenology, educational philosophy and developmental psychology are discussed. Thereafter theoretical suppositions developed from the meta-theoretical suppositions are discussed. The theoretical suppositions are complemented by a chapter on the design of the research. A qualitative, exploratory, descriptive and contextual design and functional school of thought are followed. The principle of logic and justification for scientific research is answered from a postmodern perspective. The descriptive phenomenological method of Giorgi (1985:8-19) was used to conduct an in-depth exploration of the child's management of anger. Guba's model of trustworthiness (1985:201) - which was used and based on truth-value -applicability, consistency and neutrality is then discussed. Ethical precautions that were taken are discussed. The discussion of the research results is presented from the child's perspective - interviewing, observation and information are derived from documents during the course of twenty-one weeks. Eight children took part in exploring their management of anger. During the course of eleven weeks facilitative interaction supported by the Gestalt-therapeutical process of Oak!ander (1978:53-66; 2002:1-17) took place in a group context. Individual interviews were then conducted. The last six weeks were succeeded by informal sessions with soccer play as main activity. The children revealed how they experience difficulty in dealing with anger due to inadequate support and modelling in their interaction with the community in which they live. This was done by means of projective media. The child's predisposition in relation to anger is reflected in an external locus of control. It develops into a cycle of problematic management of anger. The research resulted in the development of a model for educational psychologists. The primary supposition of the model is that facilitative interaction supported by the Gestalttherapeutical process of Oaklander can aid the educational psychologist to guide the child between the age of eleven and twelve, to deal constructively with anger. In the process of facilitative interaction the child is supported to develop self-awareness, self-knowledge and self-regulation through which the child is enabled to deal with anger constructively. The development of the model is initiated by identification, definition and classification of central and associated concepts. The relationships between the concepts are drawn, involving the description of the model. This model is of particular significance to the child living in the informal housing community who has little access to mental health resources. A continued co-operative process involving the educational psychologist as interactive-facilitator consulting with community services and resources is brought about as the child's needs surrounding the issue of anger become apparent. This process not only benefits the child in question, but also serves as an educational opportunity involving the child's micro-, meso-, eco- and macro-systems in accepting the educative responsibility of supporting the child in dealing with anger, working towards self-regulation and mental health.

M.A. / The literature is unclear whether bilingualism has cognitive advantages, disadvantages or neutral cognitive effects on the child. In order to investigate this discrepancy in the research data, this study aimed at comparing the nonverbal cognitive abilities of a fairly large sample monolingual versus bilingual girls, while comparing for certain variables, not addressed in the literature. The research question is thus formulated as follows: Are there differences in the nonverbal cognitive abilities of monolingual versus bilingual girls, when measured with four non-verbal cognitive test batteries? According to the literature, first language development can be divided into pre-linguistic and linguistic speech, while second language development is either acquired simultaneously or sequentially. Many theories attempt to explain how first and second languages are acquired and used. These theories on the developmental process of first and second languages can be divided into learning, nativist and cognitive theories. Learning theories focus on the effect the environment has on language acquisition, while nativist theories accentuate the influence of genetic factors. Cognitive theories focus on the child's cognitive development as a prerequisite for language acquisition and functioning. Bilingualism is defined differentially in the literature, which presents one of the major reasons for divergent results. In this study a person was defined as bilingual when he or she was capable of one language function, such as reading, writing, listening or speaking at any level of proficiency. Various factors may, however, influence a person's bilingual status. In this regard, age and method of acquisition is important, as well as patterns of sage of the second language, socio-emotional factors and the linguistic relationship between the two languages.

M.A. / Please refer to full text to view abstract