Physical well-being of four-year-old learners and their readiness for Grade R.
| dc.contributor.advisor | Mzimela, Jabulile. | |
| dc.contributor.author | Pewa, Ngami Phumzile Isabella. | |
| dc.date.accessioned | 2024-04-09T07:19:00Z | |
| dc.date.available | 2024-04-09T07:19:00Z | |
| dc.date.created | 2022 | |
| dc.date.issued | 2022 | |
| dc.description | Doctoral Degree. University of KwaZulu-Natal, Durban. | |
| dc.description.abstract | 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. | |
| dc.identifier.doi | https://doi.org/10.29086/10413/22899 | |
| dc.identifier.uri | https://hdl.handle.net/10413/22899 | |
| dc.language.iso | en | |
| dc.subject.other | Bronfenbrenner’s ecological systems theory. | |
| dc.subject.other | Early childhood development. | |
| dc.subject.other | Parental involvement. | |
| dc.subject.other | Physical well-being. | |
| dc.title | Physical well-being of four-year-old learners and their readiness for Grade R. | |
| dc.type | Thesis |