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Education Studies

Permanent URI for this communityhttps://hdl.handle.net/10413/7172

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    Physical well-being of four-year-old learners and their readiness for Grade R.
    (2023) Pewa, Ngami Phumzile Isabella.; Mzimela, Patience Jabulile.
    Early childhood is a formative period during which distinguishable development has projections of bearing desirable outcomes within an individual. This critical period requires interventions that have ramifications for later life. This research study aimed at exploring physical well-being of four-year-old learners in relation to their readiness for Grade R. The study was particularly interested in their level of independence when carrying out certain physical activities. It also aimed at critically analysing the issues which enabled or constrained their physical well-being as well as early childhood development practitioners’ level of readiness to plan for indoor and outdoor physical activities. The study examined the use of both fine and gross motor skills in a learning environment. Bronfenbrenner’s ecological systems theory underpinned this study to understand the different environments in which a developing child finds himself/herself. It was conducted in an early childhood development centre located in Mandlankala, an area near Empangeni, north of Zululand, KwaZulu-Natal, South Africa. Three early childhood development practitioners who fit the criteria and attributes of the study were purposively selected. An interpretivist qualitative case study methodological design was used. Findings revealed that learners experience challenges in toileting, thorough washing of hands and putting shoes on and off. Centrally important for the thesis was the crafting of a conceptual model that relates the objectives of the study to the findings and conceptual issues at stake in self-care skills in Grade R. This study concluded that physical well-being is a determinant of Grade R readiness as it acts as a precursor for self-care related activities. This study recommends that early childhood development practitioners should continue to offer both structured and unstructured physical activities throughout the day in their engagement. More parental involvement is needed so that good self-care skills can modelled and emulated from home.
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    Psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic.
    (2022) Thilakdhari, Jayshree.; Jairam, Visvaranie.
    This research dissertation entitled ‘Psychosocial Experiences Of Foundation Phase Teachers In South Africa During The Covid-19 Pandemic’ presents an exploration and understanding of the lived psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. This phenomenological research study supports the value of experiences and was aimed at generating in-depth information to deeply understand the psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. This research study was conducted with a specific group of six foundation phase teachers from 3 provinces in South Africa, namely: KwaZulu-Natal; Gauteng and Western Cape. Purposive sampling was chosen alongside, availability and convenience of the research participants. This qualitative study is located within the interpretivist paradigm and uses phenomenology as the research methodology. This allowed the researcher to understand the psychosocial experiences of the foundation phase teachers in South Africa from the perspective of the research participants at a particular point in time: the Covid-19 pandemic. Multiple methods of generating data were used for this research study, which included: semi-structured interviews, collage inquiry and metaphor drawing. The data generated allowed the researcher to produce rich and thick information of the research participants. The Psychosocial Development Theory was used as a theoretical framework to offers lenses in exploring and understanding the psychosocial experiences of foundation phase teachers in South Africa during the Covid-19 pandemic. Collage Portraiture was used as an analysis tool to support and enliven the analysis, and Vignettes were presented through themes and subthemes. The research findings indicated that foundation phase teachers in South Africa have knowledge and understandings of the Covid-19 pandemic, experience a variety of challenges during the Covid-19 pandemic, and need intervention strategies to support them during the Covid-19 pandemic. The analysis of this research study revealed that the research participants negotiate their psychosocial experiences during the Covid-19 pandemic which leads to psychosocial development. A Psychosocial Development Research Intervention Model has been created for foundation phase teachers in South Africa, so they may develop psychosocially, work effectively during the crisis, minimize challenges, increase support and become resilient.