The relationship that exists between the educator and the ]earners is very important. A positive relationship will contribute to the learners' feeling safe to explore their potentiaL A positive relationship will lead to educators feeling motivated towards teaching. Educators do, however, bring unfinished business to the classroom that affects their relationship with their learners. The learners also bring unfinished business to the classroom that affects their relationship with their educators. The resulting educatorlearner relationship is characterized by a contact making process of exclusion. 'I11is often leads to disciplinary problems and learners being referred to the school psychologist for counseling. The first research objective, therefore, was to develop a Gestalt program that wiiJ assist in creating a safe environment in which the learners and educators can share their feelings and emotions. The second objective was to establish a contact making process of inclusion between learners and educators in the foundation phase. After reviewing literature on the research problem. the researcher consulted experts on the subject. Thorough research was done on existing literature relating to the research problem. Using as a base the information gathered from consulting experts, the literature search and the preliminary exploratory studies, the researcher developed the program. The program was first pilot tested at school A. After completion of the pilot study, the program was tested under field conditions at school B. Qualitative and quantitative data analysis procedures were used to analyze the data. The results from both the pilot test and the field test indicated that the program increased the awareness of the educators who formed part of the experimental group. The awareness of the educators who formed part of the control group, who did not receive the intervention, stayed the same. The results of the research project allowed the researcher to continue developing a product for dissemination. The research study contributed to the development of a Gestalt program that assisted in creating a safe environment where the learners and educators could share their feelings and emotions. The program also contributed lo creating a contact making process of inclusion between educators and learners in the foundation phase. Finally the research study provided a program that can be used to assist professionals and other individuals in the fields of education, psychology or social work. / Social work / M. Diac.

Visual perception plays a fundamental role in a prospective learner’s ability to learn to read and spell; as well as in the accomplishment of written and numeracy tasks. Aspects of visual perception are facilitating functions and skills which a learner requires for acquiring basic literacy and numeracy proficiency. Yet, despite this importance, there exists no test that is standardised for the South African Foundation Phase population which adequately measures distinct visual perceptual aspects of individual learners. The study was undertaken in an attempt to alleviate the dilemma of the South African Foundation Phase learners who tend to experience visual perceptual challenges that hamper their level of academic learning, performance and competency. Firstly, the literature study explored the construct of visual perception and focussed on the relationship between vision, visual perception and academic learning, performance and competency. Secondly, in order to adequately measure the South African Foundation Phase population’s visual perceptual level of proficiency a new test was developed. Based on the literature study and the empirical investigation recommendations to educational psychologists, teachers, parents and learners have been made. / Educational Studies / M.Ed. (Guidance and Counselling)

In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things, language differences in learners. In a developing country like South Africa, a myriad of languages exist. Despite the creation of language awareness by adopting a number of official languages, English appears to be the most common lingua franca – a language that is very often learnt as a second language and as a medium of instruction at schools. On the other hand, IsiZulu is a prominent first language for many South Africans. Emanating from the above, this study focused on IsiZulu-speaking foundation phase learners’ experiences of English as a second language in English medium schools. Additionally, this study examined the reasons for the parents of IsiZulu-speaking foundation phase learners choosing to enroll their children in English medium schools. A literature study on second language acquisition and the factors that impact on the English second language learner in the English medium schools was undertaken. A combination of qualitative and quantitative approaches were used to obtain data from foundation phase educators, IsiZulu-speaking foundation phase learners, and the parents of IsiZulu-speaking foundation phase learners in four English medium primary schools in the Port Shepstone region. Individual interviews were conducted with learners and educators and a questionnaire was used as the main instrument for gathering data from parents. Qualitative data was subjected to analysis by means of an eclectic approach. Quantitative data analysis was done by means of tables, frequencies and graphs. This study found that IsiZulu-speaking foundation phase learners were happy to be enrolled in English medium schools. They interacted well with their peers and they coped well with conversational skills in the English language. However, educators emphasised that reading, writing, and comprehension appeared to be cognitively challenging to learners. Pronouns, pronunciation of words in English, grammar, and figurative language were seen to be problematic areas. This also contributed to speaking anxiety that was espoused by learners and educators. Reading anxiety was also seen to be prevalent. Educators believed that learners exhibited predominantly positive attitudes which indicated that they were motivated to learn. Although integrative motivation and instrumental motivation were seen to play a dual role in learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. Despite the fact that integration as an acculturation process was seen to be dominant in the learners’ responses, educators believed that assimilation and separation were also apparent. Learners were adapting to the cultural contexts of the schools. However, maintaining of eye contact during conversations and lessons was seen to be preventing learners from being able to optimally benefit from the lessons. There were various reasons for the parents choosing to enroll their children in English medium schools. One of the prominent reasons advanced by parents was the fact that most of them (94,4%) enrolled their children in English medium schools because they wanted their children to speak English fluently. Evidently, the English language has impacted on all aspects of IsiZulu-speaking foundation phase learners’ lives. / Educational Studies / M.Ed. (Inclusive Education))

This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms. The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)

A plethora of studies in South Africa have examined the reading success of Grade 3 in the Foundation Phase in African Schools, but have investigated teachers’ perspectives on the methods used for reading instruction in Grade 1 of rural schools. This study is qualitative in nature and examined First Grade teachers’ methods used in teaching beginning reading in Setswana using different approaches: the Traditional method, Sentence method, Breakthrough to Setswana Programme and Outcomes-Based Education (OBE) approach. The researcher collected data from 8 Foundation Phase Schools in Bojanala District of Brits that are under the Department of Education (DOE). The sample was drawn from four Foundations Phase Schools from February to April and June to August 2011; four teachers were observed and interviewed on the teaching of beginning reading. In order to establish how the research was approached, observations, interviews and documents analysis were used as instruments. For purposes of this dissertation, the researcher also analyzed these four schools in detail in order to provide the context that informed reasons for teachers’ perspectives. The findings indicated that teachers felt differently about the use of different and same methods in teaching beginning reading. However, teachers did not always utilize their observations to improve teaching. Teachers’ beliefs about when to introduce children to the reading of extended texts differed depending on their assumptions on learning to read. Their perspectives were affected by their own knowledge of reading, the programs, methods, and the expectations of circuit and district administrators. Limited resources and space within the programs also affected their teaching of reading. All teachers in the study expressed the need for adequate training and in-service workshops that take into account the context in which they worked. This study, recommends more collaboration between teachers and local circuit and district administrators when, planning and delivering teaching approaches and workshops. Teachers and local administrators need to keep abreast with new developments in the fields of language and literacy development in order to effectively challenge and critique new approaches. Finally, they should also be supported in doing investigation on teaching and learning in their classrooms. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The schooling of twins can be daunting and challenging for twins, parents and educators. Separation or non-separation during the foundation phase cannot be left to chance. The process of deciding whether it is in both twins’ best interest to school them together or separately relies on various factors, which includes premature birth, individuality, dominance, relationship type and friendship-forming patterns. Parties involved in making the decision must consider each twin’s emotional, cognitive, behavioural, and social development. Premature separation of twins can lead to internal as well as external behaviour problems, while non-separation of mature twins may be detrimental to each twin’s individual progress and development. The study aimed to identify the determining factors when deciding upon schooling twins together or separately when they enter into the foundation phase. Existing school policies regarding classroom allocation of twins were considered. Three sets of twins, including teachers, parents, twins and other significant individuals involved in the process of separation or non-separation, were interviewed. Based on the findings, recommendations were made to assist parents and educators in making informed decisions about the schooling of twins. / Psychology of Education / M. Ed. (Guidance and Counselling)

This study investigates Outcomes-based assessment of reading isiZulu at the end of the foundation phase. Teachers are required to employ a variety of assessment methods to establish learners' strengths and weaknesses. This will ensure that teaching is organised in a way that will suit learners’ needs. It is through assessment that a teacher is able to establish whether learning is taking place or not and this helps to provide support, where necessary. Six primary schools were chosen as settings within which qualitative research was conducted. Observations and informal interviews were the main method of collecting data. Six Grade 3 teachers were observed teaching and assessing reading of isiZulu in their classrooms. The findings were divided into five themes that emerged from the data analysis, namely the language policy document, teaching of reading, assessment of reading, lack of facilities and essential support. The findings indicated that some teachers still struggled with teaching and assessment of reading in the outcomes-based approach. / Educational Studies / M. Ed. (Didactics)

Visual perception plays a fundamental role in a prospective learner’s ability to learn to read and spell; as well as in the accomplishment of written and numeracy tasks. Aspects of visual perception are facilitating functions and skills which a learner requires for acquiring basic literacy and numeracy proficiency. Yet, despite this importance, there exists no test that is standardised for the South African Foundation Phase population which adequately measures distinct visual perceptual aspects of individual learners. The study was undertaken in an attempt to alleviate the dilemma of the South African Foundation Phase learners who tend to experience visual perceptual challenges that hamper their level of academic learning, performance and competency. Firstly, the literature study explored the construct of visual perception and focussed on the relationship between vision, visual perception and academic learning, performance and competency. Secondly, in order to adequately measure the South African Foundation Phase population’s visual perceptual level of proficiency a new test was developed. Based on the literature study and the empirical investigation recommendations to educational psychologists, teachers, parents and learners have been made. / Educational Studies / M.Ed. (Guidance and Counselling)

The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum saw the disappearance of Physical Education for pupils under the age of seven in Wales. Physical Education is acknowledged as more than the development of physical competence, being part of a process concerned with lifelong physical, intellectual, social and emotional learning accrued through a range of physical activities, in a variety of contexts (Doherty and Brennan, 2008). As such a goal of Physical Education is physical literacy, (Hardman, 2011; Talbot, 2007). In light of this, this research set out to explore the contribution of the Foundation Phase to the development of children’s physical literacy. In order to achieve this, a three-phase complementarity mixed-methods design (Greene et al., 1989) was used to generate data over two years in selected schools in Wales. The schools were found to be enacting the Foundation Phase with fidelity to the original aims of the policy makers by demonstrating the key features of play-based active learning, focused adult-led sessions, child-initiated learning, and use of the outdoors for learning. In so doing they were deemed to be successful in achieving the aim of the Foundation Phase of developing independent, motivated active learners. The Foundation Phase was also found to be supporting the development of children’s cognitive development with good levels of achievement in literacy and numeracy assessments. The playful pedagogy observed in the schools enabled the pupils to have autonomy in their learning. Pupils were motivated, active and engaged in embodied learning both indoors and outdoors. The findings indicated that the Foundation Phase was making a positive contribution to the development of children’s physical literacy.

The schooling of twins can be daunting and challenging for twins, parents and educators. Separation or non-separation during the foundation phase cannot be left to chance. The process of deciding whether it is in both twins’ best interest to school them together or separately relies on various factors, which includes premature birth, individuality, dominance, relationship type and friendship-forming patterns. Parties involved in making the decision must consider each twin’s emotional, cognitive, behavioural, and social development. Premature separation of twins can lead to internal as well as external behaviour problems, while non-separation of mature twins may be detrimental to each twin’s individual progress and development. The study aimed to identify the determining factors when deciding upon schooling twins together or separately when they enter into the foundation phase. Existing school policies regarding classroom allocation of twins were considered. Three sets of twins, including teachers, parents, twins and other significant individuals involved in the process of separation or non-separation, were interviewed. Based on the findings, recommendations were made to assist parents and educators in making informed decisions about the schooling of twins. / Psychology of Education / M. Ed. (Guidance and Counselling)