This study investigated the influence of music-based socialisation groups upon the social functioning of children in early childhood. A qualitative research approach was followed and a case study research design was employed to investigate the phenomenon at hand. Eight children (aged five to six years) from the Thando Westford Community Crèche in Pretoria, South Africa, were purposively selected to participate in ten music-based group sessions over the course of eight weeks. Each session was video recorded and focused observation was employed to collect data on seven social skills according to the model of Schiller (2009), namely confidence, curiosity, intentionality, self-control, relatedness, capacity for communication and cooperativeness. In addition, semi-structured interviews were conducted with the participants’ teacher to examine the potential for transfer of skills learned in the group to the classroom and to explore the value and feasibility of facilitating such groups within the community crèche setting. Principles of Vygotsky’s sociocultural theory formed the theoretical foundation for the design and implementation of the music groups and for the interpretation of research findings. The research findings suggested that the music-based socialisation groups were able to promote each of the seven social skills, although the nature and extent of such influence differed among individuals. Music-based activities displayed several strengths as a medium for working with young children, including the cooperative and inclusive nature of activities. Both contextual and individual factors influenced how the participants responded to the groups. Transfer of skills learned in the groups to general classroom behaviour was limited, perhaps due to a lack of follow-up activities aimed at this purpose. / Dissertation (MSW)--University of Pretoria, 2015. / Social Work and Criminology / Unrestricted

In South Africa, the issue of learners reading below their grade level is of great concern. In order to overcome this problem, the Department of Education made it possible that learners be taught to read early in Grade 1. However, despite the learners being taught to learn to read at an early stage, numerous studies have revealed that most of the learners, including those in Grade 3, are still experiencing reading problems. The purpose of this study is to explore how Grade 3 teachers support learners who experience reading problems in Full-service schools. Full-service schools are mainstream schools that were transformed to attend to the underlying inclusive principles and to provide quality education to all learners. In this study, a qualitative approach was used to collect data at the Tshwane North District in the Gauteng Province. The interview questions were piloted with one of the Grade 3 class teachers from a neighbouring full-service school. Then after the pilot study, eleven Grade 3 class teachers and six Learner Support Teachers from three identified full-service schools were interviewed and observed in their classroom while supporting learners experiencing reading problems. The documents that they used were also analysed. To analyse the empirical data an inductive approach and the method for analysing data suggested by Creswell (2000) was followed. The findings revealed that teachers who participated in this study followed a more prescriptive approach of supporting learners who were experiencing reading problems. Furthermore, the findings revealed they used different reading strategies and reading methods even though there were some challenges that hampered the implementation of the support. The issue of differentiating and adapting the reading support to suit the diverse reading needs of learners arose from the study. This was due to the fact that most of the teachers were not trained to adapt the reading support based on the reading needs of the learners. Based on the findings, recommendations were made, and guidelines to draw up an effective reading support based on an integrated approach for Grade 3 learners who experience reading problems in full-service schools was developed. The guidelines combined two theories that underpinned the study, namely, Bronfenbrenner’s ecological systems theory and Vygotsky’s sociocultural theory. The researcher concluded that learners’ improvement in terms of their reading abilities relies on how teachers provided support to them. Hence it is important for teachers to be equipped with sufficient skills and knowledge to provide individualised reading support to learners experiencing reading problems. / Inclusive Education / Ph. D. (Inclusive Education)