Fatherlessness is a serious problem in South Africa and statistics show a high rate of children growing up without parents and particularly without a biological father. An estimated nine million children in South Africa are growing up without a father (Statistics South Africa [StatsSA], 2010). Statistics South Africa (StatsSA) (2010) highlights the systematic disappearance of the traditional family structure among South African families. According to their statistics, only 27% of South African children live with their biological parents, which is a further indication of the increasing number of children in South Africa that come from fatherless homes. In light of the above, the primary goal of the study was to determine teachers‟ perceptions on the impact of fatherlessness on child development. A literature review was undertaken to analyse and describe the effect of fatherlessness on child development from Bronfenbrenner‟s bio-ecosystemic perspective. Secondly, a case study was conducted to qualitatively explore the perceptions of primary school teachers on the effect of fatherlessness on child development. The data was gathered by means of focus group interviews and analysed. The following findings arose from the empirical study: * Fatherlessness has an effect on virtually all facets of child development (emotional, social, moral, spiritual, cognitive and physical). * Fatherlessness implies the absence of a father, whether it is because of death, physical absence (lives and works elsewhere), a lack of involvement (the so-called present-absent father) or that the identity of the father is unknown. * Fatherless learners need special intervention strategies to support their development. * The types of intervention strategies include emotional support, opportunities for male gender role identification and community awareness projects on fatherlessness. * Aside from the material support some teachers offer to the learners, the school does not provide any formal support to fatherless learners. Recommendations are made, in accordance with the findings, in regard to the support of fatherless learners. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Fatherlessness is a serious problem in South Africa and statistics show a high rate of children growing up without parents and particularly without a biological father. An estimated nine million children in South Africa are growing up without a father (Statistics South Africa [StatsSA], 2010). Statistics South Africa (StatsSA) (2010) highlights the systematic disappearance of the traditional family structure among South African families. According to their statistics, only 27% of South African children live with their biological parents, which is a further indication of the increasing number of children in South Africa that come from fatherless homes. In light of the above, the primary goal of the study was to determine teachers‟ perceptions on the impact of fatherlessness on child development. A literature review was undertaken to analyse and describe the effect of fatherlessness on child development from Bronfenbrenner‟s bio-ecosystemic perspective. Secondly, a case study was conducted to qualitatively explore the perceptions of primary school teachers on the effect of fatherlessness on child development. The data was gathered by means of focus group interviews and analysed. The following findings arose from the empirical study: * Fatherlessness has an effect on virtually all facets of child development (emotional, social, moral, spiritual, cognitive and physical). * Fatherlessness implies the absence of a father, whether it is because of death, physical absence (lives and works elsewhere), a lack of involvement (the so-called present-absent father) or that the identity of the father is unknown. * Fatherless learners need special intervention strategies to support their development. * The types of intervention strategies include emotional support, opportunities for male gender role identification and community awareness projects on fatherlessness. * Aside from the material support some teachers offer to the learners, the school does not provide any formal support to fatherless learners. Recommendations are made, in accordance with the findings, in regard to the support of fatherless learners. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

During the past decade, South Africa has become the country with the highest number of HIV/AIDS infections in the world. In the wake of the widely spread HIV/AIDS epidemic in South Africa, hundreds of thousands of children are left parentless. Since limited research exists on the psycho-educational needs of children orphaned by AIDS in South Africa, the focus of this study was on their psycho-educational development. A literature study was conducted to investigate the HIV/AIDS epidemic in South Africa and its consequences for the psycho-educational development of AIDS orphans. A qualitative investigation was undertaken and interviews were conducted with caregivers of AIDS orphans at two care centres in rural KwaZulu-Natal. The aim of the investigation was to identify the psycho-educational needs of AIDS orphans as perceived by their caregivers. Moreover, the investigation also aimed at identifying factors that impede the psycho-educational development of AIDS orphans, and to determine the extent to which these day care centres meet the psycho-educational needs of these orphans. The following psycho-educational needs of AIDS orphans emerged from the investigation: - the need to socialise and communicate - the need to cope with parental death - the need for acceptance - the need for security and care - the need for love and belonging - the need to deal with negative emotions Physical and material needs were added to the above needs, since these were frequently mentioned during the course of the interviews. Factors that seriously impeded the psycho-educational development of AIDS orphans were abuse and neglect. The investigation also revealed that the care centres were to a large extent able to meet a broad spectrum of these orphans’ psycho-educational needs, especially at the care centre where the AIDS orphans were able to sleep over and received the full-time attention caregivers. Since the extended family system can no longer fully carry the burden of hundreds of thousands of AIDS orphans in South Africa, care centres situated in the affected communities can offer a viable alternative to traditional models of care. The study emphasised the need for further research on the needs of AIDS orphans as well as increased support of AIDS orphans on local, provincial and national levels. / MEd (Learner support), North-West University, Potchefstroom Campus, 2012

During the past decade, South Africa has become the country with the highest number of HIV/AIDS infections in the world. In the wake of the widely spread HIV/AIDS epidemic in South Africa, hundreds of thousands of children are left parentless. Since limited research exists on the psycho-educational needs of children orphaned by AIDS in South Africa, the focus of this study was on their psycho-educational development. A literature study was conducted to investigate the HIV/AIDS epidemic in South Africa and its consequences for the psycho-educational development of AIDS orphans. A qualitative investigation was undertaken and interviews were conducted with caregivers of AIDS orphans at two care centres in rural KwaZulu-Natal. The aim of the investigation was to identify the psycho-educational needs of AIDS orphans as perceived by their caregivers. Moreover, the investigation also aimed at identifying factors that impede the psycho-educational development of AIDS orphans, and to determine the extent to which these day care centres meet the psycho-educational needs of these orphans. The following psycho-educational needs of AIDS orphans emerged from the investigation: - the need to socialise and communicate - the need to cope with parental death - the need for acceptance - the need for security and care - the need for love and belonging - the need to deal with negative emotions Physical and material needs were added to the above needs, since these were frequently mentioned during the course of the interviews. Factors that seriously impeded the psycho-educational development of AIDS orphans were abuse and neglect. The investigation also revealed that the care centres were to a large extent able to meet a broad spectrum of these orphans’ psycho-educational needs, especially at the care centre where the AIDS orphans were able to sleep over and received the full-time attention caregivers. Since the extended family system can no longer fully carry the burden of hundreds of thousands of AIDS orphans in South Africa, care centres situated in the affected communities can offer a viable alternative to traditional models of care. The study emphasised the need for further research on the needs of AIDS orphans as well as increased support of AIDS orphans on local, provincial and national levels. / MEd (Learner support), North-West University, Potchefstroom Campus, 2012

Please read the abstract in the section 00front of this document / Dissertation (MA (Development Communication))--University of Pretoria, 2006. / Information Science / unrestricted

Graad R verwys volgens die nuutste Afrikaanse beleidsdokumente na die voorskoolse opleiding wat tans in die Suid-Afrikaanse skoolstelsel ingefaseer word, alhoewel die Departement van Basiese Onderwys beoog dat alle leerders eers in 2019 toegang sal hê tot formele graad R-programme. Uitdagings vir onderrig in vroeë kinderontwikkeling in Suid-Afrika is onder meer ʼn tekort aan gekwalifiseerde onderwysers, asook leer- en ondersteuningsmateriaal van ʼn hoë gehalte. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir graad R bestaan uit drie vakke: Huistaal, Wiskunde en Lewensvaardighede. Lewensvaardighede bestaan uit vier studie-areas, naamlik Aanvangskennis, Skeppende kunste, Liggaamsopvoeding, asook Persoonlike en Sosiale Welsyn. Slegs dertig minute per week word as deel van Skeppende kunste toegestaan aan formele musiekonderrig. Wanneer musiek in die dagprogram met ander aspekte van graad R-onderrig en -leer integreer word, word die holistiese ontwikkeling van die leerder bevorder. Graad R-onderwysers het egter selde in musiek gespesialiseer en is onseker oor die implementering daarvan in hul onderrigprogramme. Uitvoerbare moontlikhede word in hierdie proefskrif ondersoek om musiek in die graad R-dagprogram te integreer ten einde ʼn bydrae te lewer tot die sosiale, fisiese, emosionele, intellektuele en geestelike ontwikkeling van graad R-leerders. Die hoofnavorsingsvraag wat hieruit ontstaan, is watter teoretiese raamwerk verduidelik hoe musiek in graad R geïntegreer kan word. Die navorsingsbenadering wat gevolg is om hierdie vraag te ondersoek, is ʼn kwalitatiewe, veelvoudige gevallestudie vanuit ʼn interpretatiewe perspektief. Aanvanklik is ʼn literatuurstudie gedoen om huidige tendense ten opsigte van die integrasie van musiek in graad R te beskryf. Daarna is die onderrig en leer in vyf multikulturele graad R-klasse in die Potchefstroom-omgewing waargeneem met die doel om die maniere waarop musiek in die praktyk geïntegreer word, in te samel. Die data is toe met behulp van Atlas.ti 7.1.6 georganiseer en gekategoriseer, waarna ʼn oorkruis gevalle-analise gedoen is. Die bevindinge is geverifieer deur langtermyn-waarneming en deelnemer-kontrole. ʼn Teoretiese raamwerk is ontwikkel deur die ses temas wat uit die data-analise gegenereer is in verband te bring met ʼn geïntegreerde literatuuroorsig. Hierdie aspekte vir die integrasie van musiek in graad R waardeur onderrig en leer kan plaasvind, is geïdentifiseer as oor musiek, uit musiek, op musiek, met musiek, in musiek en deur musiek. In die raamwerk word elke aspek van integrasie verbind met aktiwiteite wat gebaseer is op die leerbeginsels vir graad R, naamlik spel, ontdekking en praktiese ervarings, ten einde die ontwikkeling van die graad R-leerder te bevorder. Alhoewel die bevindinge spesifiek is tot die Potchefstroom-omgewing, hou die teoretiese raamwerk verskeie moontlikhede in vir nasionale en internasionale toepassing in voorskoolse onderrig. Dit impliseer dat musiek suksesvol in die graad R-dagprogram geïntegreer kan word deur musiekspesialiste sowel as onderwysers wat nie in musiek gespesialiseer het nie. / PhD (Music), North-West University, Potchefstroom Campus, 2014

Graad R verwys volgens die nuutste Afrikaanse beleidsdokumente na die voorskoolse opleiding wat tans in die Suid-Afrikaanse skoolstelsel ingefaseer word, alhoewel die Departement van Basiese Onderwys beoog dat alle leerders eers in 2019 toegang sal hê tot formele graad R-programme. Uitdagings vir onderrig in vroeë kinderontwikkeling in Suid-Afrika is onder meer ʼn tekort aan gekwalifiseerde onderwysers, asook leer- en ondersteuningsmateriaal van ʼn hoë gehalte. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) vir graad R bestaan uit drie vakke: Huistaal, Wiskunde en Lewensvaardighede. Lewensvaardighede bestaan uit vier studie-areas, naamlik Aanvangskennis, Skeppende kunste, Liggaamsopvoeding, asook Persoonlike en Sosiale Welsyn. Slegs dertig minute per week word as deel van Skeppende kunste toegestaan aan formele musiekonderrig. Wanneer musiek in die dagprogram met ander aspekte van graad R-onderrig en -leer integreer word, word die holistiese ontwikkeling van die leerder bevorder. Graad R-onderwysers het egter selde in musiek gespesialiseer en is onseker oor die implementering daarvan in hul onderrigprogramme. Uitvoerbare moontlikhede word in hierdie proefskrif ondersoek om musiek in die graad R-dagprogram te integreer ten einde ʼn bydrae te lewer tot die sosiale, fisiese, emosionele, intellektuele en geestelike ontwikkeling van graad R-leerders. Die hoofnavorsingsvraag wat hieruit ontstaan, is watter teoretiese raamwerk verduidelik hoe musiek in graad R geïntegreer kan word. Die navorsingsbenadering wat gevolg is om hierdie vraag te ondersoek, is ʼn kwalitatiewe, veelvoudige gevallestudie vanuit ʼn interpretatiewe perspektief. Aanvanklik is ʼn literatuurstudie gedoen om huidige tendense ten opsigte van die integrasie van musiek in graad R te beskryf. Daarna is die onderrig en leer in vyf multikulturele graad R-klasse in die Potchefstroom-omgewing waargeneem met die doel om die maniere waarop musiek in die praktyk geïntegreer word, in te samel. Die data is toe met behulp van Atlas.ti 7.1.6 georganiseer en gekategoriseer, waarna ʼn oorkruis gevalle-analise gedoen is. Die bevindinge is geverifieer deur langtermyn-waarneming en deelnemer-kontrole. ʼn Teoretiese raamwerk is ontwikkel deur die ses temas wat uit die data-analise gegenereer is in verband te bring met ʼn geïntegreerde literatuuroorsig. Hierdie aspekte vir die integrasie van musiek in graad R waardeur onderrig en leer kan plaasvind, is geïdentifiseer as oor musiek, uit musiek, op musiek, met musiek, in musiek en deur musiek. In die raamwerk word elke aspek van integrasie verbind met aktiwiteite wat gebaseer is op die leerbeginsels vir graad R, naamlik spel, ontdekking en praktiese ervarings, ten einde die ontwikkeling van die graad R-leerder te bevorder. Alhoewel die bevindinge spesifiek is tot die Potchefstroom-omgewing, hou die teoretiese raamwerk verskeie moontlikhede in vir nasionale en internasionale toepassing in voorskoolse onderrig. Dit impliseer dat musiek suksesvol in die graad R-dagprogram geïntegreer kan word deur musiekspesialiste sowel as onderwysers wat nie in musiek gespesialiseer het nie. / PhD (Music), North-West University, Potchefstroom Campus, 2014

The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation. Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity. It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

The physical and psychological security of the Foundation Phase educator is currently a cause for concern. This situation is problematic, in that well–qualified and experienced educators will leave the profession if their security is compromised. In addition, prospective students will be reluctant to enter the profession as Foundation Phase educators if there is a possibility of insecurity in their future workplace. The aim of this research is therefore to investigate and establish the factors, both employment related as well as learner related, that contribute to this phenomenon. This inquiry was done from an Education Law perspective to establish what protection these educators are entitled to in terms of labour and education legislation. Utilising a qualitative research design, a variety of findings and the related implications were established. The most important labour related findings are that, in spite of the well–developed legal framework in South African law, the rights of the educator are perceived to be of secondary importance compared to those of the learners and also that the constant changes, for example in education policies, lead to insecurity. In terms of learner and parent related findings, it is evident that the lack of learner discipline, which can be partly attributed to a lack of parental involvement, contributes to declining educator security. The workplace related findings reflect the teacher– learner ratio as being problematic. In addition, the lack of resources in some schools, as well as a classroom environment that is not conducive to effective teaching and the educators' workload all impact on educator insecurity. It is imperative that the recommendations made should be attended to, in order to minimize Foundation Phase educator insecurity. This must be done to the benefit of both the educators and the learners, who are entitled to quality education. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

AFRIKAANS: Orrelonderrig word tradisioneel eers vanaf ongeveer dertien- of veertienjarige ouderdom aangebied. Vir toelating tot die studie word ’n gevorderde vaardigheid in klawerbordspel vereis asook die nodige fisieke bou wat pas by die afmetings van die instrument. Die afname in orrelstudentgetalle wat die afgelope aantal jare op sekondêre- sowel as tersiêre vlak opgemerk word, vereis ’n dringende ondersoek na alternatiewe metodes om orrelonderrig meer toeganklik vir ’n leerder op ’n jonger ouderdom te maak. Alternatiewe orrelmetodes wat nie bogenoemde klawerbordvaardigheid as ’n vereiste stel nie, word sedert 1990 in lande soos Brittanje, Verenigde State van Amerika, Nederland en Swede toegepas. Alhoewel hierdie metodes bedoel is vir onderrig aan jong spelers sowel as die volwasse beginner, is die Suzuki-orrelmetode in hierdie navorsingstudie geïdentifiseer as die enigste metode tot op datum wat onderrig in manuaal- en pedaalspel insluit en wat geskik is vir die jonger leerder wat selfs oor geen leesvaardigheid beskik nie. ’n Kritiese evaluering van die Suzuki-orrelmetode het gelei tot die formulering van riglyne om orrelonderrig aan leerders op ’n vroeër ouderdom moontlik te maak. Deur die orrel meer toeganklik te maak word ’n liefde vir die instrument en die unieke klank daarvan by die jong leerder gekweek. Die mening bestaan ook dat ’n koördinasievermoë, wat een van die primêre vereistes vir suksesvolle orrelonderrig is, makliker op ’n jonger ouderdom aangeleer kan word. Met inagneming van die onderskeie ontwikkelingsfases van die jong kind en deur die nodige aanpassings in die wyse van aanbieding, fisiese veranderings aan die instrument, asook die keuse van onderrigmateriaal, kan die afname in belangstelling in orrelonderrig teëgewerk word. Hierdie alternatiewe sieninge kan sodoende ’n bydrae lewer tot die voortbestaan en behoud van orrelonderrig. Verdere navorsing is egter nodig om die praktiese toepassing van hierdie riglyne in ’n Suid-Afrikaanse milieu deur middel van ’n empiriese ondersoek te toets. ENGLISH: In a traditional context, organ tuition usually commences around the age of thirteen or fourteen. In addition to this age prerequisite, an advanced level of keyboard skills is mandatory as well as prospective students’ commensurate physical development in order for them to negotiate the dimensions of the organ console successfully. The general decline in the number of organ students in recent years at secondary and tertiary levels has given rise to an urgent review of alternate approaches to organ teaching which are more accessible to future younger organ students. Approaches that eschew advanced keyboard technique have been used in Britain, the United States of America, the Netherlands and Sweden since 1990. While these organ teaching methods are suitable for young as well as adult beginners, the Suzuki Organ Method highlighted in this study is the only approach to this date that includes manual and pedal technique and that is appropriate for younger students who may not have yet begun to read. In this study, a critical evaluation of the Suzuki Organ Method has led to the development of achievable guidelines for organ method strategies for young students. In so doing, playing the organ is made far more accessible to younger organists as well as developing in them a love for the instrument and an appreciation of its unique sound. This study further recommends that as co-ordination is one of the primary requirements for the successful study of the organ, it is easier to learn this skill at a younger age. It is possible to stem the decline in organ students by taking into account a number of factors, including the various developmental phases of the young child, appropriate adaptations in approaches to teaching, physical modifications to the instrument and the choice of teaching material. In so doing, this alternate method might contribute to a continuation of organ teaching. Ongoing empirical research will be necessary to determine the practical application of these guidelines in a South African context. / Thesis (DMus)--University of Pretoria, 2009. / Music / unrestricted