Theses and Dissertations (Early Childhood Education)

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The influence of childhood experiences on career choices of Saudi female adolescent learners
Albassam, Amal Ahmad (University of Pretoria, 2026-02-23)
The study uses Vygotsky’s cultural-historical activity theory framework, exploring Saudi female adolescent learners’ childhood experiences to determine the unfolding agentic conditions by which learners transform their childhood experiences and attain adolescent identity development. Saudi students’ childhood stage unfolds within a profoundly conservative cultural-religious home and community backgrounds, and by the time they reach the adolescent stage, they are confronted with profound challenges and struggles, characterised by their society’s conservative expectations of female roles, framed by patriarchal cultural and religious values. The study uses a qualitative approach aligned to Vygotsky’s cultural-historical activity theory research framework, including ethnographic methods, focus group interviews, clinical interviews, and indirect observations, to contribute to an understanding of how female adolescent learners engage in their unfolding struggles while reflecting on their childhood experiences. The study, therefore, explores female adolescents’ struggles with conservative and patriarchal cultural and religious values within schooling and society, enacted through their narratives, whereby students remember their childhood and reflect on its unfolding transformation within the rapidly changing Saudi society and schooling context. Through the learners’ moral commitment to the transformation of their society and schooling, as well as the quest to realise social transformation and self-identity, students’ narratives reveal how they break with culturally conservative notions of domesticated female career roles and commit to a progressive future roles, traditionally reserved for their male counterparts.
Enhancing digital safety education in the early years
Cook, Dominique (University of Pretoria, 2025-05)
As young children increasingly engage with digital technologies, they face significant risks such as exposure to explicit content, online grooming, and self-generated child sexual abuse material. Despite these growing threats, South Africa lacks a comprehensive digital safety framework in its early childhood education curriculum. While the Coding and Robotics Foundation Phase CAPS curriculum covers some aspects of digital safety, however, it does not adequately address more critical issues such as cyberbullying, online grooming and exploitation and child pornography. This study aims to strengthen digital safety education in early childhood by identifying key elements for curriculum development, promoting cross-sector collaboration, and revealing systemic barriers to effective implementation. The research uses the digital phallic development framework combining Freud’s psychosexual development theory (phallic stage) and the children online research and evidence (CO:RE) 3 Cs (content, contact, conduct) digital safety risks model to address sexual digital safety risks in young children. Using a qualitative constructivist approach, data was gathered through semi-structured interviews with six digital safety stakeholders and analysis of four South African policy documents related to digital safety. Thematic analysis was performed using Atlas.ti and ChatGPT. The study’s key contribution is a holistic model for enhancing digital safety education and child well-being, establishing shared accountability across education, community, and legal sectors. The findings emphasise the need for developmentally appropriate, comprehensive education and highlight gaps in policy, training, and sector communication. Coordinated action is urgently needed to empower and protect young children from sexual digital risks.
Investigating Early Number Sense Instruction for Learners with Autism Spectrum Disorder using the Curriculum Differentiation Approach
Spies, Marizanda (University of Pretoria, 2025-09-02)
Despite the intellectual capabilities of learners with autism spectrum disorder (ASD), they still face persistent challenges in accessing early number sense (ENS). This results from their exclusion from many South African classrooms, teachers’ insufficient knowledge and training and resource constraints. While inclusive education policies exist in South Africa, the gap between policy and classroom practice, especially in mathematics, has led to the continued marginalisation of learners with ASD. This study addressed the urgent need for research-informed, differentiated ENS instructional strategies that support inclusion and improve the mathematical proficiency of learners with ASD. The purpose of this study was to investigate how foundation phase teachers in LSEN schools effectively differentiated ENS instruction for learners with ASD through the use of curriculum differentiation. The aim of this study was to refine and recommend effective inclusive, instructional ENS strategies that teachers can use in diverse South African classrooms. This qualitative study was grounded in phenomenology as a theoretical framework to understand participants’ lived experiences from their own perspectives. This study explored how foundation phase teachers in LSEN schools experienced and made sense of ENS instruction for learners with ASD. This approach aligned with the study’s interpretivist paradigm, guided by Interpretative Phenomenological Analysis (IPA) as a metatheoretical lens, as the study supported in-depth exploration and the recommendation of inclusive, differentiated ENS strategies tailored to the unique needs of learners with ASD. A single case study design was adopted, targeting six purposively selected, qualified foundation phase teachers with expertise in ENS instruction for learners with ASD. Participants were selected from three LSEN schools in Tshwane South and North districts, Gauteng Province. The study generated data through semi-structured individual interviews, structured classroom observations and photovoice. A hybrid thematic analysis approach was used to analyse the data and to identify key insights, leading to the refinement and recombination of effective differentiated ENS instructional strategies for learners with ASD. The findings of this study revealed that while teachers employed a variety of evidence-based strategies, effective differentiation does not depend on a single strategy, but on deeply knowing and understanding each individual learner with ASD and adapting instruction responsively each day. This study contributes to the body of research on ASD by offering refined and recommended evidence-based differentiated ENS strategies for learners with ASD, grounded in South African classroom realities. It further emphasises that effective inclusive education requires both responsive systems and teacher empowerment. The outcomes are transferable to various South African classroom environments, supporting teachers, policymakers and researchers in promoting equitable, meaningful mathematical learning opportunities for learners with ASD.
A Cultural-Historical Analysis of Multigrade Pedagogy in the Namibian Primary School System
Kaulinge-Pohamba, Penehafo Olivia (University of Pretoria, 2026-01-12)
The study examined multigrade mathematics teaching within the sparsely populated Namibian primary schooling context of the Oshana Region, drawing on Vygotsky’s cultural-historical activity theory research framework. Utilising classroom observational methods and focus group interviews, the study explored teachers’ classroom practices, including their perceptions of what constitutes multigrade pedagogy, with the goal of assisting them in adopting an effective, theoretically grounded, yet culturally relevant approach to multigrade teaching and learning. The thematic analysis of the data reveals that teachers’ perceptions of multigrade pedagogy, including their implementation of multigrade teaching, were profoundly limited. That is, coupled with the lack of effective in-service teacher support, a clear policy on multigrade pedagogy, as well as the unmistakable lack of resources among others, the teachers’ approach to multigrade teaching was evidently limited and constrained. The teachers, for example, employed a monograde approach within multigrade contexts and therefore failed to differentiate between the two fundamentally different approaches. As a result, and considering the constraining circumstantial conditions of multigrade pedagogy within the Namibian primary schooling context, the study thus proposes an approach to multigrade pedagogy based on Vygotsky’s construct of the zone of proximal development (ZPD). Hence, the study recommends that teachers adopt a differentiated approach to multigrade teaching, grounded within the concept of the ZPD which is a compelling and effective cultural tool for the transformation of pedagogy and consequently, learners’ successful learning and development within the context of the Namibian schooling and society.
The relationship between pre-primary literacy exposure and Intermediate Phase reading achievement: PIRLS 2021 South Africa
De Beer Nel, Fiona (University of Pretoria, 2025-12)
This study explored the relationship between pre-primary literacy exposure and Grade 4 reading achievement in South Africa, drawing on data from the Progress in International Reading Literacy Study (PIRLS) 2021 South African data. As a key driver of educational success, reading literacy is essential for social and economic mobility. Guided by Bronfenbrenner’s Ecological Systems Theory, the study applied multilevel modelling to examine both learner-level and school-level influences, recognising the nested nature of the educational data. It primarily focused on how early literacy experiences, such as engagement in home literacy activities and participation in pre-primary education, predict later reading achievement, with attention to how these relationships are moderated by gender and socio-economic status. At the learner-level, the analysis revealed that girls outperformed boys; frequent early literacy activities and attending pre-primary education for two or more years were positively associated with reading achievement. Conversely, frequent early numeracy activities had a negative association with reading scores, a finding that warrants further exploration. At the school level, a higher percentage of learners from socio-economically disadvantaged backgrounds was strongly predictive of lower reading performance, affirming systemic inequities. Together, the results highlight the need for targeted, multilevel interventions that bolster both early home-based learning and school resourcing, particularly in underprivileged communities. This study contributes to the growing evidence base for data-informed literacy policies and offers practical recommendations for improving reading outcomes in under-resourced South African communities.
Exploring teaching pedagogies to promote inclusitivity in the Zimbabwean foundation phase classroom
Mathe, Samkeliso (University of Pretoria, 2025-07-15)
Inclusivity has attained global prominence as a strategy to guarantee equitable education for all learners, particularly those who encounter learning challenges within mainstream schools. Teachers play a vital role in this paradigm change, as it is their mandate to meet the diverse needs of learners in inclusive classrooms. However, there is a data paucity in Zimbabwe on teaching pedagogies and how to apply them precisely in an inclusive foundation phase (FP) classroom while retaining quality education. This study sought to explore teaching pedagogies that promote inclusivity within the FP of mainstream schooling, in order to understand how they support all learners. The study employed constructivist learning theories as a conceptual framework to explore the teaching pedagogies to promote inclusivity in Zimbabwean FP classrooms. Of the two theories, the constructivist learning theory by Vygotsky was the main theory used due to its emphasis on social interaction and scaffolding in learning, which is crucial in inclusive classroom settings. A qualitative approach within an interpretive paradigm was employed, using a multi-case study design. Data were collected using semi-structured individual interviews, observations and document analysis. Purposive sampling was used to select six schools and twelve teachers representing three wards in Hwange District in Zimbabwe. The study used a thematic approach to analyse the data. The researcher obtained ethical clearance from the pertinent regulatory bodies to adhere to ethical considerations. Ethical considerations were maintained throughout the study, with all participants assured that their participation was voluntary and that they could withdraw at any time. The study's findings revealed that teachers implemented different teaching pedagogies to teach FP learners. While the implemented teaching pedagogies differed in approach, they all contributed to varying levels of classroom inclusivity, with some pedagogies encouraging engagement among learners, belonging, and cognitive engagement, while others showed gaps in meeting the needs of all learners. Several challenges were identified, including limited resources, overcrowded classrooms and a notable lack of knowledge and skills among teachers regarding teaching pedagogies that address diverse learners and their learning needs. The study’s findings highlighted the need for continuous professional development and for the government to provide adequate resources to enable teachers to address the diverse learning needs of FP learners. In this study, a social-cognitive inclusion model was developed to fill a gap in the literature and support teaching pedagogies to promote inclusivity in Zimbabwean FP classrooms. The study recommended continuous teacher training, strengthened parental involvement, an inclusive curriculum, adequate resource provision, and the deployment of assistant teachers in schools to enhance teaching pedagogies that promote inclusivity in Zimbabwe.
Factors influencing Grade 1 Sepedi-speaking learners’ reading outcomes in Limpopo
Zondi, Nombuyiselo Caroline (University of Pretoria, 2025-05)
South Africa’s reading proficiency in indigenous African languages remains critically low, as confirmed by the past four cycles of the Progress in International Reading Literacy Study (PIRLS). The 2021 PIRLS findings indicate that 81% of South African learners demonstrate limited reading comprehension skills in any language, with no recorded progress in the Sesotho language family over the past decade. Despite literacy interventions by the Department of Basic Education and non-governmental organisations such as Room to Read South Africa, the underlying causes of poor reading outcomes, particularly for Sepedi mother-tongue learners, remain poorly defined. Empirical evidence on effective strategies to improve literacy instruction for Sepedi-speaking Grade 1 learners is also limited. Research in developing countries suggests that a combination of teacher training, structured lesson plans, textbooks, and coaching enhances Foundation Phase literacy. However, researchers have provided little evidence on how to improve the quality of early literacy instruction for Sepedi-speaking children. This study addresses this gap by identifying and analysing four key factors influencing Grade 1 Sepedi learners’ reading outcomes in Limpopo province: language education policies, structured pedagogy, alignment of teaching and learning materials, and professional development. The study is grounded in Lee Shulman’s Pedagogical Content Knowledge (PCK) theoretical framework, where curriculum knowledge informs policy analysis, general pedagogical knowledge guides pedagogy, content knowledge is used to assess materials, and pedagogical content knowledge underpins teacher development. Data were collected from four schools participating in the Room to Read Sepedi Literacy Programme through classroom observations, semi-structured interviews, field notes, a reflection journal, and five national language education policies. Findings reveal that weaknesses in any one of the four factors disrupt coherence in instruction and learning. Policy gaps around Sepedi’s linguistic and orthographic structure limit effective instruction; misaligned materials undermine pedagogy, while fragmented professional development weakens impact. The study contributes the Zondi-Tšweletso Integrated Model for Improving Reading Outcomes in Sepedi – a scalable, evidence-based framework that aligns policy, pedagogy, materials, and professional development with PCK domains. It advances the use of PCK in indigenous language education and offers practical recommendations to strengthen policy coherence, material alignment, structured pedagogy, and teacher development in multilingual, under-resourced contexts.
Exploring views of teachers on using cultural games in teaching early-grade mathematics
Kanda, Marciline (University of Pretoria, 2025-04)
This study examines teachers’ views on infusing cultural games into the teaching and learning of mathematics at the Early Childhood Development (ECD) level. Growing evidence has shown potential for improving learners’ development and understanding of mathematical concepts when cultural games is infused into pedagogy. However, despite this growing evidence of the strong relationship between cultural games and pedagogical practice, very little attention has been given to why teachers do not fully use them during the teaching process in ECD classes. The school curriculum in post-independent Zimbabwe still reflects the Eurocentric way of teaching ECD learners, and such an approach has overshadowed cultural development among Zimbabwean children. I designed this study using the interpretivism philosophy, which hinges on the belief that knowledge is generated using subjective viewpoints based on how participants view the truth themselves, as well as the issues around them. So, to gather teachers’ views and how they interpret the incorporation of cultural games into the teaching of early-grade mathematics, I used a multiple-embedded case study strategy. It was multiple because I collected data from ECD teachers drawn from three different schools, and it was embedded because I only asked for data relating to mathematics and the prospects and challenges of using cultural games in doing so. Within this multiple-embedded case study, I gathered data using twelve in-depth interviews directed by an interview guide generated from multiple real-life situations to enable participants to comprehend ideas more clearly than merely presenting them with abstract principles. Furthermore, I used three focus group interviews to explore group views between and within the three case study schools. I also used a document review of the ECD curriculum and other policy documents to assess their provisions and inherent weaknesses, and I applied observation and photography to capture instrumental cases. I used conversation and textual analyses to examine interviews and textual data. To avoid making essentialist generalisations, I read the text and interpreted experiences, typically in intensive ways, to identify assumptions and locate contradictions and conflicts. Thematic analysis partly enabled me to trace participants’ accounts and experiences. Study findings revealed diverse pedagogical approaches, practices, contextual factors, and challenges teachers face when using cultural games in teaching. Among the reported challenges, time constraints and congested timetables rose above other factors. Despite the clarity in the ECD curriculum regarding the use of cultural games in teaching, some teachers lack interpretive skills on how best to use them in practice or believe that cultural games are an extracurricular activity. Because of these and other reasons discussed in the thesis, some teachers struggle to integrate cultural games into daily teaching practice effectively. Therefore, it is recommended that mentorship programmes or online forums be rolled out so that teachers who have experienced this aspect can share best practices and support their colleagues. This fosters a collaborative environment where teachers can learn from one another and continuously improve their perceptions of using cultural games in teaching. This study’s major contribution is the Cultural Games Integration Framework for Zimbabwe (CGIZ).
Using the RAVE-O programme as an intervention for learners with dyslexia in inclusive classes
Brukwe, Nomfundo (University of Pretoria, 2025-06)
According to the International Association for the Evaluation of Educational Achievement’s (IEA) Progress in International Reading Literacy Study (PIRLS) 2016 report, South Africa ranked last among 50 countries in reading literacy, with only 78% of learners achieving the minimum benchmark for reading comprehension. This alarming statistic highlights the systemic issues in the educational system, which are exacerbated for learners with dyslexia who already struggle with writing and reading. The PIRLS study also revealed significant disparities in reading performance based on socio-economic factors, indicating that learners from disadvantaged backgrounds are at a greater risk of experiencing learning difficulties. Context is essential when considering intervention strategies such as the RAVE-O programme, which provides targeted support for dyslexic learners in inclusive classrooms. The study suggested intervention strategies for dyslexic learners using the RAVE-O intervention programme, which emphasises retrieval, automaticity, vocabulary elaboration, and orthography. Non-probability purposive sampling was used to identify two inclusive schools in the Gauteng Province, one in the Ekurhuleni region and the other in Tshwane. Twelve Foundation Phase educators, six from each school, two being in managerial positions namely the Departmental Head and Headmistress were the study’s primary participants. Learners were included as secondary participants, providing additional perspectives relevant to the research objectives. The study adopted a qualitative participatory action research (PAR) study design within an interpretivist paradigm. The conceptual framework from David Ausubel’s Meaningful Learning Theory served as a lens by emphasising that learners seek to make sense of their interactions by attaching new knowledge to what they already know. The Asset-Based approach provided insights into the barriers within the learning context and identified the resources available to educators and learners and how to use them. The data was collected through focus groups, observations, document analysis and semi-structured interviews. The findings suggest that the Foundation Phase educators had a limited understanding of dyslexia. The findings further revealed that the District Based Support Teams (DBSTs) did not adequately support educators in offering training and resources to assist them with appropriate intervention strategies for the diagnosed learners. It is recommended that educators in inclusive schools receive training on dyslexia, including how to identify and observe its signs in the classroom, steps to be taken before formal diagnosis, and how to provide intervention once diagnosed using the RAVE-O intervention programme. The primary research question that guided the study was: - How can the RAVE-O programme be used to support learners with dyslexia in inclusive Foundation Phase classes? The following sub-questions guided this study: - How do educators in Foundation Phase inclusive classes conceptualise dyslexia? - How do Foundation Phase educators perceive their role in teaching and supporting learners with dyslexia? - What support do Foundation Phase educators in inclusive schools require to enhance the academic progress of dyslexic learners? - What programmes do educators use as intervention strategies for learners diagnosed with dyslexia?
Comparing relational pedagogy among different curriculum approaches in early childhood care and education
Odendaal, Justine (University of Pretoria, 2024-09)
Relationships are at the core of human existence. The concept of relational pedagogy is new-found, referring to the relationships that are crucial to the teaching and learning process, including educator-child, parent-child, and child-peer relationships. Against this background, I investigated the quality of Early Childhood Care and Education (ECCE) approaches based on relational pedagogy for comparing different curriculum pedagogies (Montessori, Reggio Emilia, Waldorf education and the traditional South African approach), using the Effective Early Learning (EEL) Programme instruments for ECCE in South Africa. The main research question was: How does relational pedagogy differ among the different Early Childhood Care and Education curriculum approaches in Gauteng? My study focused on eliciting the experiences and voices of both children who are viewed as agentic knowers and educators who facilitated learning activities based on and from mostly play-based learning. For my study, I observed different conceptualisations, dimensions and possibilities of relational pedagogy. I constructed a conceptual framework based on relational pedagogy that integrates underlying theoretical perspectives connected to existing literature. I also depended on the EEL programmes’ instruments, underlying principles, pedagogical considerations and specific pedagogical strategies to orientate, interpret and explain this empirical study. Multiple case study research design was used to collect data from participants using a multi-layered approach, namely children as agentic knowers, as well as educators who are critical role players in the quality and equality of learning as experienced by the Target Children in the context of a real-world ECD learning environment. I combined convenience and purposeful sampling to select four ECD centres (CTs) in urban settings as cases, which consisted of four ECCE educators and eight children (three- to four-year-olds) as participants. I collected and documented data by means of direct observations, using the three Observation Scale Sheets (Child Tracking, Child Involvement and Adult Engagement), semi-structured interviews, document analysis, field notes and a research journal. Inductive thematic analysis was used to identify themes. Four themes emerged relating to educator-child experiences of the engagements and interactions for evaluating relational pedagogy comparing different curriculum pedagogical approaches in Early Childhood Care and Education (ECCE) settings. The themes that emerged were: • Theme 1–Educators’ experiences of relational encounters for each curriculum approach and learning environment • Theme 2–Educators views of children as agentic knowers for each curriculum approach and learning environment • Theme 3–Educators’ reflections on different dimensions of relational pedagogy and its implications for each curriculum approach and learning environment • Theme 4–Children’s learning experiences for each curriculum approach and learning environment Findings indicated that children from as early as birth should be viewed as agentic knowers and that children can influence their own learning, depending on the resources available to them to promote learning through play. Children’s agency is promoted as something that children do (engaging in activities) while interacting with others (i.e. educators and peers), and not necessarily something they pose. The quality of educator-child relationships lies in the different learning experiences children are offered, further supported by the amount of choice, type of engagement, and degree of involvement children are allowed in their own learning. I advance that relational pedagogy is a core practice for ECCE; despite the curriculum pedagogical approach followed, the implementation and effectiveness of the pedagogical approach in practice depends on the relevant stakeholders, policymakers, ECCE scholars and broader education community to advocate for children’s agency, viewing them as agentic knowers in relationships. My implementation framework, titled the J.O implementation framework suggests broad guidelines for effectively implementing and facilitating relational pedagogy for ECCE in the South African context.
Differentiated assessment as an inclusive framework for equitable practices in Nigerian and South African schools
Izevbigie, Etinosa (University of Pretoria, 2024-09)
Equity in mainstream schools has been declared the heart of the United Nations (UN) 2030 Agenda. The agenda expects mainstream schoolteachers’ assessment practices to ensure inclusive and equitable quality education that promotes lifelong learning opportunities for all. In line with the 2030 Agenda, this study investigated and compared how Nigerian and South African Foundation Phase (FP) mainstream schoolteachers understand and differentiate their classroom assessments to promote equitable practices for all learners. Additionally, the study examined the support mainstream schoolteachers require and get from the School-Based Management Committee (SBMC) in Nigeria and District-Based Support Teams (DBST) in South Africa to implement inclusive assessment policies in their classrooms. The theory based conceptual framework that guided this study comprised the Capability Approach, which served as the lens for understanding equity and fairness of assessment policies and practices in mainstream schools. Gardner’s theory of Multiple Intelligences served as the lens to investigate how assessment can be differentiated to promote equitable practices for all learners, including learners with special education needs. Lave and Wenger’s Community of Practice (CoP) was used to elucidate teacher support and professional partnership in mainstream schools for the effective implementation of differentiated assessments. The study adopted a pragmatism paradigm within an explanatory, sequential mixed methods design and employed a convenience sampling strategy to select 100 FP mainstream schoolteachers from Nigeria and South Africa. In addition, 10 FP teachers were interviewed in each country, and important assessment policy documents such as the National Policy for Education in Nigeria and the Curriculum Assessment Policy in South Africa were analysed to answer the research questions. The study’s findings based on the participants’ perceptions and lived experiences were used to propose a framework to promote the implementation of differentiated assessment as an inclusive framework for each country.
A sociocultural model of play-based pedagogy for teaching mathematics in diverse Grade R classrooms in South Africa
Brien, Rosemary (University of Pretoria, 2024-08)
This study investigates the role of play-based pedagogy in facilitating mathematics teaching in diverse South African Grade R classrooms. The primary research question driving this enquiry is how a cultural-historical activity theory (CHAT) model of play-based pedagogy can enhance mathematics instruction in Grade R. To address this question, several secondary research questions are posed, focusing on the use of play in mathematics teaching, strategies for promoting a sociocultural model of play, teacher responses to culturally relevant pedagogical models, and the implications of implementing a play-based approach in diverse backgrounds. The research aims to explore the integration of a sociocultural model for mathematics teaching, assess teacher responses to pedagogical collaboration and mentoring, and identify implications and future research directions for play-based mathematics education in Grade R. The study’s objectives include exploring existing sociocultural theories of play-based learning, analysing Grade R teachers’ efforts to integrate play into teaching, assessing the effectiveness of a sociocultural model in teaching emergent mathematics, and proposing suggestions for enhancing the relationship between play and emergent mathematics for teachers, curriculum developers, and policymakers through the use of the CHAT model. Three Grade R classrooms were purposively selected for the study based on the criteria that they represented linguistically, culturally, and socio-economically diverse communities. The research was qualitative and consisted of a five-stage plan of observations, followed by interview cycles. The data was analysed into themes with the support of the CHAT framework to guide analysis and recommendations. The findings revealed that there is potential for the pedagogy of play to be implemented more actively in classrooms with the support of a sociocultural model, and in doing so, replace assessment practices and formal teaching that conflict with play-based teaching. This implies ongoing collaboration as a collective and teacher mentorship which is less top-down and more partnership-based.
Parent and teacher perceptions of communication and language development of toddlers
Suleman, Shezeen (University of Pretoria, 2019-08)
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
Roopsingh, Tamika (University of Pretoria, 2024-06-01)
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
Shuping, Mmamolamu Martha (University of Pretoria, 2024-05-17)
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
Adendorff, Zelda Marie (University of Pretoria, 2023-11)
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
Bhoola, Sabeehah (University of Pretoria, 2023-06)
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
Mogotsi, Debrah (University of Pretoria, 2023)
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
Singh, Renisha (University of Pretoria, 2023-10-05)
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
Bishop-Kapp, Danielle (University of Pretoria, 2023)
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.

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