Theses and Dissertations (Early Childhood Education)

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Parent and teacher perceptions of communication and language development of toddlers
(University of Pretoria, 2019-08) Bipath, Keshni; Suleman, Shezeen
Early childhood development is a crucial factor in determining the later successes in a toddler’s life. The active involvement of parents and teachers provide toddlers with the support and confidence to use language effectively early in their lives, which strengthens future development and communicative skills. In reality, parents and teachers often neglect opportunities to provide the support that toddlers rely on for their cognitive growth. Toddlers exposed to risk conditions – such as a lack of adult knowledge, education and stimulation – are likely to experience a language delay. Other influential factors include the levels of adults' education and families' socio-economic statuses. Six cases (toddlers) comprised the study's focal centre and were observed in their learning environments by the researcher. The parents and teachers of these toddlers captured photographs and agreed to be interviewed to share their perceptions of toddlers' developmental prowess. Thematic analysis of the obtained data enabled the formulation of themes and subthemes that were instrumental to the research questions and subsequent findings. Conclusions were based on similarities and differences with existing literature and data. The study participants – six parents of the toddlers (study cases) and three teachers at ECD centres – were aware that they are the toddlers' primary guides of communication and language development, and that they need to continually support and stimulate their toddlers to ensure progress. Although some participants' teaching styles and views differed from others, each displayed abilities to nurture their children's innate yearning to learn about languages and communication. The study finds that toddlers benefit most when they are in the company of responsive adults who encourage them to learn new words and sentences in a variety of stimulating and joyful ways. It is vital too that parents and teachers have access to information that relates to effective ways of supporting children in their quest to become capable communicators.
Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools
(University of Pretoria, 2024-06-01) Bipath, Keshni; u16101708@tuks.co.za; Roopsingh, Tamika
In the 21st century, preschools (also known as ECD centres in my dissertation) have taken on a heightened responsibility to ensure that young children from birth to four years old receive quality learning. The relationship between the teacher and the toddler plays a pivotal role in effective learning and development. Teacher-child relationships are identified by two elements, namely, reciprocity and responsiveness. The purpose of this study was to explore the reciprocal and responsive relationships between teachers and toddlers in Dibber preschools in South Africa. This study was guided by a conceptual framework that integrates Maslow’s hierarchy of needs, Bertram, Pascal and Saunders’ sensitivity, stimulation, and autonomy theory, Vygotsky’s sociocultural theory, specifically scaffolding as well as the sense of belonging theory. This study adopted convenience and purposive sampling to generate data from three ECD teachers and six toddlers. It made use of a qualitative research methodology and I implemented a case study research design. Data was generated using semi-structured interviews and observations. The findings revealed that effective approaches to practising sensitivity, stimulation and autonomy may enable toddlers to learn and develop more effectively as they will have the love and support they need to make use of all the learning opportunities that the teachers provide. Many ECD teachers’ seldomly practice effective reciprocal and responsive relationships, thus this study played a significant role in addressing how ECD teachers can adapt their teaching practices to ensure effective reciprocal and responsive relationships are induced. Additionally, the findings are important as they will generate good practices that other ECD teachers can utilise to create and maintain effective reciprocal and responsive relationships within their classroom environment.
The dynamics of parent - educator relationships on learner academic performance in the foundation phase
(University of Pretoria, 2024-05-17) Thuketana, S.N.; Malatji, Makwalete; Matjokana, Tuelo; marthashuping4@gmail.com; Shuping, Mmamolamu Martha
The study investigated the dynamics of parent‒educator relationships on the academic performance of learners in the Foundation Phase. The purpose of the study was to establish how parents and educators comprehend their collaborative roles to produce possible tactics to advance learners’ attainment in the Foundation Phase. The main research question investigated the contribution of parent‒educator relations to learners’ academic performance in the Foundation Phase (RQ1). The study employed a case study design and qualitative methodology as part of the interpretative research paradigm. Through a multiple case study approach, data were collected from two (2) primary schools in the Ekurhuleni South District. Fourteen participants were purposively selected from parents who had children in the Foundation Phase and educators with Foundation Phase teaching experience. The researcher selected these schools based on their quintile levels: one was quintile one (1), an impoverished school that did not pay school fees. The other was an affluent and quintile four (4) fee-paying school. The literature reviewed focused on parent‒educator partnerships, discernment of parental involvement, barriers to parental involvement and learners’ academic performance in the Foundation Phase. Epstein’s parent‒educator partnership theory (2018) grounded the study to strengthen participants’ investigation of cooperative working relationships. Data were collected through semi-structured interviews, a quester-view with document analysis that was later transcribed. The study used thematic data analysis to make sense of the information and the main attributes were summarised. The study found a lack of collaborative working relationship between parents and educators in the quintile (1) school because of parents’ low socio-economic statuses and a lack of knowledge of their parental responsibilities in their children’s education. Some educators also had negative attitudes towards these parents. The lack of resources and tools to implement technology was evident in the quintile (1) school. In the quintile (4) school, technology played an important role in strengthening parental involvement and providing more opportunities for parental involvement in their children’s learning experiences. Therefore, schools need to ensure that parents receive information and are involved in their children’s educational performance and school events. The study recommendations are that parents and educators receive professional and developmental training about the importance of parental involvement and collaborative working relations to promote learners’ academic performance in the Foundation Phase. The study further recommends that schools should educate parents and educators about policies that involve parent‒educator partnerships to improve learning in schools.
Higher education qualifications for early childhood development educators : conditions for successful policy implementation
(University of Pretoria, 2023-11) Bipath, Keshni; zeldavb4@gmail.com; Adendorff, Zelda Marie
Improving the qualifications of ECD practitioners is recognised by education specialists and researchers in the field as one of the measures to improve the quality of ECD programmes in general, and the educational preparation of preschool children more specifically. It is against a background of increasing focus on well-educated, well-trained professionals that the Policy on Minimum Requirements for Programmes leading to Qualifications in Higher Education for Early Childhood Development Educators (MRQECDE) (DHET, 2017), was developed. The problem addressed in the study is that the MRQECDE policy is being introduced in a dynamic, evolving and multi-layered system of different interrelated contexts. Factors within, or absent from, this multifarious system have the potential to impact, through their presence or absence, the successful implementation of the policy. The primary research question that guides this research is: What conditions need to be in place to enable and/or promote the successful implementation of the MRQECDE policy? The study is conducted within the pragmatic paradigm, using an explanatory sequential mixed method research (MMR) design. Complexity theory provides a theoretical lens for viewing, and the conceptual tools for analysing, inherent and contextual factors that might enable or militate against the aims of the MRQECDE policy. This study contributes to the knowledge base relative to policy-driven educational reform. Policy makers and those involved in policy implementation should be able to use the recommendations based on this research in planning the implementation of early childhood education policies, or education policies in other sub-systems of education. The research shows that the MRQECDE policy can be a lever for change, but this will require meaningful intervention at every possible level and a readiness to recognise, acknowledge and take seriously emergent initiatives and other developments that were not foreseen by the policy makers.
Contestations of play and learning in children’s development : parents’ and teachers’ voices
(University of Pretoria, 2023-06) Bipath, Keshni; sabeehahbhoola@gmail.com; Bhoola, Sabeehah
Parents and teachers of young children do not always understand the impact of play and learning on young children. Parents of young children often consider play and learning separate entities and ignore the natural benefits of play. While teachers often understand play’s benefits, they create a very inflexible, structured environment. Free play is reduced due to a lack of equipment, the COVID-19 pandemic, the push for schoolification, restricting young children’s freedom of choice when choosing toys and insufficient programmes for parents and teachers regarding play and learning. The study examined parents’ and teachers’ contestations between play and learning by drawing on Vygotsky’s theory of Proximal Development. My main focus was to comprehend parents’ and teachers’ understanding and practices of play and learning for young children using a qualitative case study research design. I used convenient purposive sampling, selecting six parents and four teachers from middle-income areas within Centurion/Laudium in Pretoria as participants. Data was collected from participants using an open-ended qualitative questionnaire. The data analysis used thematic analysis by highlighting emerging themes and subthemes, allowing the researcher to formulate findings. Thus, parents recognise play’s “academic value” but overlook its developmental advantages. At the same time, most teachers in this research feel play is more important than studying since it leads to growth. However, they provide an over-regulated atmosphere restricting children’s play choices and toys. Parents and teachers must learn the importance of play by participating in programmes and communicating with each other, as this will benefit young children.
The association between parental conflict and aggressive behaviour among young children in Botswana
(University of Pretoria, 2023) Bipath, Keshni; u21731706@tuks.co.za; Mogotsi, Debrah
Research has revealed that parental conflicts can lead to devastating effects on the well-being and social behaviour of children. In recent decades, aggressive behaviour has become a focus of scientific interest, mainly because it may be a risk factor for bullying later during children’s development. Aggressive behaviour among young children is related to peer relationships, school variables, community variables, and, more importantly, family factors or parental influences. This study explored the association between parental conflict and the aggressive behaviour of young children in Botswana, using three districts called Kweneng, Kgatleng, and the Southeast District, which were selected because of their proximity to Gaborone. The study purposively selected 18 participants that comprised of three categories, namely, six parents who had recently experienced divorce or separation (within the last year); six children (between four and six) who witnessed parental conflict at home; and six respective teachers. Qualitative research methodology and a case study design was used. Data was collected through semi-structured interviews and focus group interviews for parents and teachers, whilst children’s drawings were used as another data source. The data analysis revealed that parental conflict is strongly related to aggressive behaviour among children, largely due to children copying or modelling the aggressive behaviour of their parents; children’s frustration leads to aggression, where the parents become aggressive due to their frustrations emanating from divorce or separation. The study revealed that parental conflict is accompanied by physical aggression, verbal and emotional abuse, and poor parenting; consequently, children use aggression instrumentally and defensively as a coping mechanism at school and home. Tip sheets were provided for teachers, parents, and district officials to assist with responsive and sensitive teaching and positive parenting skills respectively.
Challenging teachers' perceptions and pedagogical practices regarding children's gender identity in early childhood development centres
(University of Pretoria, 2023-10-05) Bipath, Keshni; singh.reni@gmail.com; Singh, Renisha
Challenging teacher perceptions and pedagogical practices is paramount to gender equality in early childhood development. Teachers’ perceptions and pedagogical practices entrench stereotypical gender identities. The rationale of this study was to identify and challenge teachers’ perceptions and pedagogical practices in ECD centres. Teachers' beliefs and educational practices influence children’s achievement (Palomba, 2022). The study aimed to develop a framework that would make teachers aware of perceptions and pedagogical practices. It was only through understanding the influence of the teachers’ perceptions and pedagogical practices on gender that this framework was created. Post-structural, identity, and agency theory provided the conceptual framework for this research. These three theories were the key components used when designing the framework. Qualitative research methods such as interviews, observations, focus group discussions, participatory action research, and thematic analysis were used to collect and analyse data from the teacher participants. The participants consisted of twelve ECD teachers in Gauteng, South Africa. The data was generated in four phases. The first and second phases revealed that teachers’ perceptions and pedagogical practices of gender needed to be challenged as they were gender biased. In the third and fourth phases, the teachers discussed the influence of challenging their perceptions, pedagogical practices, and the changes in children's behaviour. The findings revealed that teachers became more aware of the influence of their perceptions and pedagogical practices on gender. The data collected resulted in the development of a framework named “The Renisha Singh Framework for Gender Awareness Teaching” (RS-GAT), which incorporates elements of agency, discourses of power, and identities. This framework can be applied in the ECD centres and is recommended in the professional development of pre-service and in-service teachers.
Enhancing parental involvement in Early Childhood Development centres
(University of Pretoria, 2023) Bipath, Keshni; Malatji, Makwalete; dbishkapp@gmail.com; Bishop-Kapp, Danielle
Enhancing parental involvement in Early Childhood Development (ECD) centres is crucial for a young child's positive development, as it fosters parental agency and relational trust. Parent-teacher interactions are key in developing constructive relationships, as they allow parents to gain a teacher's perspective on their child. However, parents’ involvement with the school does not necessarily imply full parental engagement with their child. It was this lack of full parental engagement that led the research. The rationale of this study was to explore the perspectives of South African teachers and parents on parental involvement in ECD centres. The discontinuation of subsidies to schools by the South African government has led to such centres becoming privatised and community-driven and to a lack of government oversight, leading to concerns about the quality of instruction and the qualifications of teachers. The development of a framework which would assist teachers in their responsibility towards helping parents develop greater parental involvement was the aim of the study. It was only through understanding the feelings of both parents and teachers that this framework was achieved. Goodall and Montgomery (2014), Vincent (2001) and Bryk and Schneider (2003) provided the theoretical framework for this research. They highlight the importance of parenting at different levels, that parental agency is predetermined by socio-economic status and that relational trust develops through multiple interactions between parents and teachers. These theories were key components used when designing the Bishop-Kapp framework. Qualitative research methods such as narrative inquiry, vignettes, participatory reflection and action research, and thematic analysis was used to collect and analyse data from parent and teacher participants. This methodological standpoint was utilized as these concepts work in unison with each other and seek an understanding for how people construct meaning in their lives. This combined with the interpretivist paradigm will enhance the data by gaining a unique understanding for the participant’s world views. The data collected resulted in the development of a framework named "The Bishop-Kapp framework for the Enhancement of Parental Involvement in Childhood” (EPIC), which incorporates elements of parental agency, relational trust and parental involvement. This framework can be applied in the Foundation Phase of a preparatory school when parental involvement is still vital to the child’s development. It is also recommended in the training of prospective teachers, especially Foundation Phase teachers.
Enhancing creative thinking and problem-solving in young children by using provocations in visual art activities
(University of Pretoria, 2023) Swanepoel, Dr N.; Thuketana, S.N.; leroux.monique.mlr@gmail.com; le Roux, Monique
Creative thinking skills in preschool children, specifically during art lessons, have decreased over the years affecting their problem-solving skills. Children lack the ability to use their imagination, and when faced with a challenge, they struggle to find innovative resolutions. One of the main reasons for this challenge is when teachers provide many guidelines and examples for completing tasks. Children then rather follow the examples than using their creative thinking and problem-solving skills. This study researched how these skills could be improved, specifically in Grade R children, using provocations during art lessons. The qualitative study used the interpretivist paradigm and a multiple case study methodology to answer the research questions. The conceptual framework was based on the work of Loris Malaguzzi, Pólya, Metcalfe, and Craft. The Reggio Emilia Approach (Loris Malaguzzi) was a big part of the study, the main concepts were built on this theory. Data was generated using a Google form, interviews, observations, and a collaborative discussion. The findings of the study are that confidence plays a big role in the creative thinking and problem-solving skills of children. Confidence was not originally one of the focuses, but it proved to be a major factor in the study. Other than that, children are not given enough opportunities to solve problems independently in class. School 2 used provocations regularly and thus, their results were enhanced. The children at School 2 showed better creative thinking and problem-solving skills than the other schools.
Ecosystemic factors influencing the accessibility of Early Childhood Development services for young children with disabilities
(University of Pretoria, 2015-11) Steyn, Miemsie G.; zett1202@gmail.com; Mailwane, Joyce Nthabiseng Basanyane
There has been a growing recognition of the importance of development in the early years of a child globally. South Africa has been no exception in this regard, as since the establishment of the democratic government in 1994, increasing attention has been focused on Early Childhood Development (ECD). However, even though the South African government has created an enabling environment through policy and legislative framework relating to the provisioning of ECD services, to facilitate accessibility of ECD services, not all young children are able to access Early Childhood Development services, especially young children with disabilities. The research problem emanating from this situation therefore revolves around factors in the ecological environment which influence the accessibility of ECD services for young children with disabilities. The primary research question posed was: “What ecosystemic factors influence accessibility to ECD services for young children with disabilities between the ages of three to five years old”? The main aim of this study was to explore and identify ecosystemic factors which influence the accessibility of ECD services for young children with disabilities. Bronfenbrenner’s Ecological Systems theory was found to be the most relevant to facilitate the achievement of the research aim as indicated above. A qualitative study was conducted with purposeful sampling to select participants. Data collection was done through semi-structured group and individual interviews. The following findings were made: lack of knowledge; socio-economic issues/conditions; belief system; and the roles and responsibilities of stakeholders.
Exploring teachers' experiences of digital play in mathematics teaching in the early grades
(University of Pretoria, 2023) Makwalete, Malatji; Venketsamy, Thungavel (Roy); U19177799@tuks.co.za; Macharia, Grace
For a number of decades, advances in digital technology have given rise to a heightened interest in considering its potential applications in the education sector. However, the adoption and integration of these technologies has not gained the necessary traction. Notably, in South Africa, only about 26% of educators possess basic technological skills. This alarming statistic shows that educators are ill-equipped to use digital technologies in their instructional practices, let alone foster digital skills in their learners. The purpose of this study was to explore teachers’ experiences of digital play in mathematics teaching in the early grades. The overarching objectives were to understand how teachers use digital play in teaching mathematics, investigate the factors that either constrain or facilitate the inclusion of digital play in their instructional practice, determine the support that should be provided and the perceived benefits on learner engagement. As the researcher, I purposefully chose a primary school within an urban setting that used digital technologies in the classroom. I proceeded to draw a sample of five grade R– 3 teachers. From this sample, one of the teachers taught a special needs class, while another taught a remedial class. In this way, the study was able to make comparisons and determine how a specific classroom setting contributes to the type and level of engagement by the teachers with digital play. Data was collected through semi-structured interviews and document analysis of classroom materials and lesson plans. The data analysis considered teacher views on the role of information communication technology (ICT) in education, digital games and the extent to which digital pedagogies can enhance mathematics skills.The findings revealed that the teacher and teacher education are central to successfully integrating digital technology into the classroom. Pre-service and in-service education, including lifelong learning, need to build in technology experiences, to develop the knowledge and confidence of teachers. Additionally, the research contributes to understanding how digital play can be used to support the development of mathematical skills and concepts in early-grade learners.
A retrospective analysis of childhood experiences in conflicted relationships
(University of Pretoria, 2023) Moen, Melanie Carmen; Du Preez, Hannelie; carlischoeman@yahoo.com; Schoeman, Carli
This qualitative research study aimed to understand the dynamics of the conflicted mother–daughter relationship. The literature shows that although mothers and daughters have a unique and intimate bond, their relationship is complex, as the relationship must adapt and change over the course of its lifespan. This study focused on the role that disagreements and adverse childhood experiences have on the dynamics of the mother–daughter relationship from childhood throughout adulthood. There is a lack of research on mother–daughter relationships in the South African context, where diverse family units, family statuses, socioeconomic statuses, and cultural practices exist. Fourteen mother–daughter participants participated in this study. The study relied on a qualitative, symbolic interactionist paradigm to allow the researcher to gain an in-depth understanding of the role that conflict and disagreements play in the dynamics of the mother–daughter relationship. Dollahite’s ABCD-XYZ resource management model of crisis or stress was chosen as the theoretical framework for this study. Data generation methods included semi-structured interviews, observations, life maps, and the Mmogo method (construction of a clay model). These methods allowed the researcher to keep a transparent and reliable audit trail. This study made use of retrospective analysis, which allowed the researcher to identify sequences of events that had an impact on the lives of the mothers and daughters. Retrospective studies are especially useful when a researcher wants to observe and understand change over time. Presenting these major life events chronologically allowed the researcher to identify events that had a significant impact on the mother–daughter relationship. The research results highlighted the intergenerational cycle of unresolved trauma and adversities. This study considered the unique adversities that South African families are faced with. Exposure to early adversity in the mother’s life had a significant impact on her and her daughter’s wellbeing, parenting, and interpersonal relationships. The quality of the attachment between mother and daughter was complicated by adverse living circumstances where mothers and daughters were separated for an extended period. Conflict between mothers and their daughters was at its highest during specific developmental periods in the daughters’ lives, such as adolescence. The positive influence of the community and extended family members and friends were evident during times of need, especially in close relationships, such as the mother–daughter relationship. The challenge to process their experiences of childhood trauma prevented the mother–daughter relationship to follow its normal cycle of development, resulting in rigid interaction between mothers and daughters. The participants in this study were unwilling to compromise by changing their own behaviour for the benefit of the relationship. This study was able to confirm that the bond between mothers and daughters remains strong throughout their lives, despite the presence of significant adversities.
Teacher’s implementation of construction play in early childhood learning environments
(University of Pretoria, 2023) Swanepoel, N. (Nadia); Thuketana, Susan; u13080939@tuks.co.za; Pienaar, Karen
Historically, the concept of play has been at the centre of early childhood programmes. Early childhood educators have observed and emphasised that young children bring energy and enthusiasm to their play, which seem to drive development and form an inseparable part of a child’s development. This study determined how construction play occurs in different preschools and learning environments - looking at indoor and outdoor learning environments. I focused on six preschools in different socio-economic settings, in the Gauteng and Mpumalanga provinces of South Africa. I looked at how regularly construction play occurs, what form of construction play the children engage in, what the learning environment looks like, and whether the teachers have enough knowledge, understanding and practical application. I also investigated if teachers know and understand how to implement construction play and if they know how to use this form of play in different learning environments. In conclusion, I investigated whether construction play is beneficial and how teachers can better implement this form of play in different learning environments. For my data generation, I used semi-structured interviews, structured narratives, observations and photo voice to gather data related to preschool teachers' perspectives on the importance of exposing young children to construction play and whether they are mindful of the benefits of construction play, such as for cognitive and problem-solving skill development. The process I used to document this information was: voice recordings of the interviews, which were transcribed for data analysis purposes; structured narratives, which are the teachers' stories about construction play written with given guidelines, visual representations of the learning environment, children engaging in construction play and the teachers engaging with the children and classroom observations. The findings are thoroughly explained in Chapter 5, where the findings show that this form of play develops the young child in a holistic way. The literature and research findings agree that the teachers’ background plays a role in their implementation of this form of play. There is further agreement between the literature and research findings that it can be beneficial to pair construction materials with other resources and toys. Construction play is a well-loved form of play with an abundance of developmental properties and aspects.
Investigating teachers' conceptualisation of ADHD neurodevelopment and mathematical interventions in Grade 3 Foundation Phase classes
(University of Pretoria, 2023) Thuketana, Susan; Masola, Francinah; stefnieloots@gmail.com; Loots, Stefnie
Teachers need to be made more knowledgeable and trained about ADHD to successfully present inclusive teaching in mathematics to ADHD-identified learners. The more knowledgeable teachers are about the neurodevelopment of ADHD, the more knowledge they will have in using the correct strategies, inclusive methods, and resources to support these learners. However, this objective will be challenging if teachers do not receive enough support from the school management and the Department of Basic Education. There is a clear lack of support for some teachers. The research study was rooted in the three theories used by Piaget’s neuroplasticity theory, Vygotsky’s sociocultural theory, and Hebb’s predominantly neurophysiological theory. The research study adopted a qualitative approach situated in the interpretive paradigm. A case study research design was used to investigate five Grade 3 Foundation Phase teachers from a mainstream and private school. All five teachers had completed a BEd degree; some had a BEd (Hons) in Learning Support. They all received their degrees from a South African university. Semi-structured interviews were conducted with each teacher, along with observations of mathematics books from ADHD-identified learners in their classrooms, together with a review of the methods and strategies they used to support these learners. The analysis of this study revealed that teachers lack knowledge about the neurodevelopment of ADHD. The observations also revealed that teachers do not present worksheets of mathematics correctly to their ADHD learners and therefore need to be more knowledgeable about inclusive teaching. The study also showed that the private school struggled more financially than the mainstream school because of the lack of support from their school management and DBST. In light of these findings, eleven sets of recommendations were made to ensure that teachers can build more understanding about the neurodevelopment of ADHD learners and how to present inclusive teaching more successfully.
Ecosystemic factors influencing the experience of fear in young children
(University of Pretoria, 2022) Bipath, Keshni; Muthivhi, Azwihangwisi; francinah.masola@up.ac.za; Masola, Francinah
The purpose of this study was to investigate ecosystemic factors influencing the experience of fear in young children. Through qualitative method, a sample of 12 grade three learners’ drawings, 12 parents, three grade three teachers from low socio-economic status, middle socio-economic status and high socio-economic status participated in the study. In this way, the study aimed to compare and investigate whether a particular setting may determine what influences the experience of fear in young children. I purposefully selected 12 grade three learners’ drawings (four from each school) from which each system of Bronfenbrenner’s bio-ecological theory was illustrated very well and depicted fearful experiences. As such, a multiple case study design was employed to explore and compare what influence fearful experiences among Grade 3 learners from three different socio-economic class. For data collection, I relied on learners’ drawings, narratives, informal conversations, audio recordings, semi-structured interviews, field notes and a research journal. I analysed data through thematic inductive analysis. The results highlighted that negligence, nightmare, domestic violence, bullying, terrifying television programmes, COVID-19, kidnapping and murder are causing fear in young children. The findings suggest that adversities, television content, kidnapping and murder as well as COVID-19 has the negative effects on the well-being of the children causing fears that are not normal for their age group. The persistent exposure to fearful experiences interferes with the ability of the learners to learn effectively in the classroom. Teachers’ lack of competencies in supporting learners to cope with fear add to low participation of learners in the classroom. Therefore, teachers need adequate support and training to deal with learners experiencing fear. The contribution of this study is to provide various strategies which can be employed by teachers and parents to support young children to cope with fearful feelings. Moreover, the findings of this study suggest a need for parents to limiting the amount of domestic violence and terrifying television programmes that young children are exposed to, in the home environment. The insights gained from this study will be shared as recommendations with the schools, institutions of higher learning and the DBE. This will be done to highlight what schools can do to support teachers and parents to assist young children to cope with fear and the kinds of capacity-building programmes that will help teachers, social workers and police officers to become partners in education.
Exploring teaching, learning, assessment and practices of the acupuncture programme to improve children’s health
(University of Pretoria, 2022) Venketsamy, Roy; Pellow, Janice; zhu@uj.ac.za; Hu, Zijing
Children are our future and must be protected and cared for by all sectors of society. In Africa, 52% of young children under the age of five contribute to the highest child mortality rate. To provide quality healthcare services to young children, higher education institutions must ensure that their students are competent and capable of implementing the knowledge and skills gained in their respective programmes. The focus of this study was to explore an acupuncture programme presented at a higher education institution to improve children’s health. Acupuncture is performed by inserting needles on specific points of the body to treat and prevent various childhood diseases. Acupuncture is widely used on children with confirmed efficacy and few adverse effects for various medical conditions. The Technological Pedagogical Content Knowledge model was used as a lens to explore students’ experiences of the teaching, learning, assessment, and practices of the acupuncture programme to improve children’s health. The researcher believes that to ensure students’ competencies in improving children’s health using acupuncture, higher education institutions must provide high-quality acupuncture educational programmes through their teaching, learning, assessment, and practices. A descriptive qualitative single case study design was employed in this study to explore students’ experiences and perceptions of the delivery of the acupuncture programme at the identified institution. A purposive sampling technique was adopted. Participants were recruited from the students who were registered in the acupuncture programme. The research instrument included an online text-based questionnaire, observation, participants’ reflective journals, field notes, and document reviews. Data were analysed through thematic analysis. The qualitative validity criteria, which include credibility, transferability, dependability, and confirmability, were ensured in this study. The findings of this study will contribute to the improvement in the quality of teaching, learning, assessment, and practices of acupunctures programmes, which will further ensure students ‘competencies in promoting children’s health. This study will also ensure that future acupuncture programmes are aligned to international standards while maintaining the requirements as outlined in the South African higher education institution policies.
Supporting parents’ needs as educational partners to enhance children’s classroom learning
(University of Pretoria, 2022) Venketsamy, Thungavel (Roy); denisemillere@gmail.com; Miller, Denise Esmerelda
The focus of the study was on Supporting parents’ needs as educational partners to enhance children's classroom learning. The research recommends the establishment of home-school partnerships and outlines how such partnerships can be established and institutionalised. It further also recommends who the different role-players should be and their respective responsibilities in such home-school partnerships.
Unravelling the narratives of parents and district education officials regarding educare in Zimbabwe
(University of Pretoria, 2021) Bipath, Keshni; Thuketana, S.N.; mtakaendesa@gmail.com; Takaendesa, Masimba
The experiences young children encounter from the time of their birth shape their future. As such, the best legacy to give a child is a sound education, hence there is a need to increase access to the varied early childhood development services so that more children can benefit. The study sought to unravel the narratives of parents and district education officials regarding educare in Zimbabwe. The motivation for carrying out the study was the seemingly wide gap, where birth to three educare in Zimbabwe was limited and did not have the same status as other ECD programmes for three- to five-year-olds that are easily accessible and found in both private and public school centres. The current status of educare means Zimbabwe is lagging behind in providing early year services for all young children. The theoretical framework is guided by the attachment theory of Bowlby and Epstein’s School-Family-Community Partnership model. The inquiry is rooted in the interpretivist paradigm and is qualitative in nature. The sample comprised of 16 participants, which consisted of 10 parents with children between birth and three years, five each from Mutoko and Murewa districts and six district education officials, three from each district mentioned. Data generation was through narrative inquiry, document analysis and qualitative questionnaire. Thematic analysis was used to present and analyse the findings. The findings of the study revealed that, despite there being less activity in birth to three educare provisions, parents and education officials were convinced that children could immensely benefit from accessing and participating in the programme. A major finding was that holistic development of children is enhanced through participation in educare and opportunities for early identification and intervention on developmental delays are among other benefits. It was also found that the government of Zimbabwe is facing some challenges regarding educare provisions. Chief among these concerns is lack of a comprehensive early childhood development policy, lack of an approved educare curriculum and infrastructure, among others. Hope is, however, not lost regarding educare provisions. It is believed that the results of the study can lead to a paradigm shift in early childhood development programmes, where the significance of educare can be realised and promoted.
Strategies to support teachers experiencing school violence
(University of Pretoria, 2022-02) Venketsamy, Thungavel (Roy); Malatji, Makwalete; elaine@sants.co.za; Baxen, Elaine
School violence is a growing concern globally and schools in South Africa find it difficult to manage the problem of poor learner behaviour. Despite various educational policies and frameworks developed to preventing school violence, the education system continues to fail teachers. Due to violence, schools are no longer safe places for teachers and learners. Research in the past has focused on how to protect learners against this phenomenon, giving little attention to teachers. Many teachers, who are being violated, threatened, and disrespected by learners as the perpetrators of violence, have been ignored. Therefore, violence against teachers at school is a concern with consequences for society, yet it remains an underresearched phenomenon (Pedrazza, Berlanda, De Cordova, & Fraizzoli, 2018; Espelage, Anderman, Brown, Jones, Lane, McMahon, Reddy & Reynolds, 2013). In South Africa, teachers are regularly exposed to physical violence and verbal attacks by learners. In recent media reports about teachers being attacked by learners, it clearly shows an intent to inflict serious physical harm on the teacher. Most incidents in South Africa are not simply a matter of students expressing their frustration, but it is about the intention to be disruptive and unruly to show others how easy it is to intimidate teachers (Eraslan-Capan, 2014). Learner misbehaviour and aggression can be considered as one of the most serious work-related stress factors in the teaching profession. It is capable of seriously reducing occupational well-being among teachers and prevent them from building positive relationships in the classroom. Therefore, the purpose of this study was to identify strategies to support teachers on how to manage school violence against them. This study was therefore grounded in the social learning theory from Albert Bandura (1977), which focused on children learning violent behaviour through experience and observation. The main research question for this study was ‘How can teachers be supported to prevent violence against them in schools?’ To investigate the primary question, the following secondary questions needed to be addressed: • What types of violence do teachers experience in schools? What strategies can be used to support teachers from being violently abused at school by learners? This study was guided by an interpretivist paradigm and used a case study methodology. Snowball sampling was used to select teachers as participants for this study. Data were collected from teachers by using semi-structured interviews, and document analysis to allow the researcher to obtain rich descriptive information of their school violence experiences. Teachers shared their own positive and negative experiences associated with school violence. These experiences included the support they received from the schools, the Department of Education and SACE (South African Council for Educators). The teachers provided recommendations on matters where they require more support in order to eradicate school violence. These recommendations would be beneficial to all teachers, School Management Teams (SMTs), the Department of Basic Education (DBE), the South African Council for Educators (SACE), and all other relevant stakeholders who experience this phenomenon across South Africa.
Lived experience of teachers educating young learners with foetal alcohol spectrum disorder
(University of Pretoria, 2021) West, Joyce Phillis; Moen, Melanie Carmen; claudia.tredoux@gmail.com; Tredoux, Claudia Ingrid
This study was undertaken to investigate and gain an in-depth understanding of the lived experience of teachers who educate young learners with foetal alcohol spectrum disorder (FASD). The aim of this study was to determine whether teachers are hopeful about FASD learners’ learning prospects and their future after school, and what they require to identify, teach, and support these learners successfully. The lived experience of teachers who educate young learners with FASD is a research phenomenon that is underinvestigated in the South African context. A phenomenological research design within a qualitative research approach was utilised. I purposefully selected 10 Foundation Phase and/or Learning Support teachers who educate young learners with FASD in the Western Cape province. Semi-structured individual interviews together with field notes served as data collection methods to answer the research questions. The study's main findings suggest that teachers experience challenges and have related needs within and outside of the classroom setting when working with FASD learners. However, despite the challenges that FASD learners and teachers face, teachers remain hopeful about FASD learners’ learning prospects and their future after school because they believe these learners can live meaningful lives when they are provided with specialised support. It is therefore recommended that teachers working with FASD learners receive cooperation and support from FASD learners’ parents, the District Based Support Teams, and the Western Cape Education Department to teach and support FASD learners successfully and to remain hopeful in the pursuit.

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