This study forms part of a broader school-based intervention project focused on the promotion of
healthy nutrition-related practices, physical health and the socio-emotional functioning of primary
school children in resource-constrained communities in South Africa. The initial intervention was
offered to Grade 1 to 3 learners at two schools situated in Gauteng. The purpose of the current study
is to explore the needs and expectations of the parents whose children have been involved in the
broader research project, with regard to the guidance they require on healthy food, nutrition and
lifestyle behaviour. As a next phase of the broader project, the findings of my study will inform the
development of a parent-guidance intervention for the parents of the learners in the participating
schools.
I integrated the Parental Involvement Process model and Ecological Systems theory in compiling a
conceptual framework that guided me in undertaking my research. I utilised interpretivism as
epistemology and followed a qualitative approach. I implemented a case study design utilising
Participatory Reflection and Action (PRA) principles in generating data with 22 parent participants
who were purposively selected. For data generation and documentation, I used PRA-based workshops,
observation-as-context-of-interaction, field notes, reflective journaling and audio-visual techniques.
Following inductive thematic analysis, four themes and related sub-themes emerged in relation to
potential topics for food and nutrition-related guidance; guidance on physical activity and fitness;
guidance required for supporting the psycho-social wellbeing of children, and suitable modes of
delivery for a parent guidance intervention. Based on the findings of this study, I can conclude that
parents from the two communities were motivated to support the health and wellbeing of their children
and families; however, some structural and psychological barriers prevented them from adopting
healthy lifestyle behaviour and parenting practices. To this end, the parent participants identified
specific areas that they require additional support and guidance in, based on their unique life
circumstances. Furthermore, parents identified mobile technology as potential suitable way in which
guidance can be offered, in combination with parent workshops and information pamphlets. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:up/oai:repository.up.ac.za:2263/76807 |
| Date | January 2019 |
| Creators | Van der Merwe, Aliece Margot |
| Contributors | Ferreira, Ronel, u18251791@tuks.co.za |
| Publisher | University of Pretoria |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Rights | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
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