https://openscholar.ump.ac.za/handle/20.500.12714/157 2026-04-05T03:34:04Z https://openscholar.ump.ac.za/handle/20.500.12714/1019 Title: Mixed-method study exploring the challenges of and possible solutions for underperforming Grade R learners in one school in Namakgale district in Limpopo. Authors: Nkgapele, Sepelemane Richard. Abstract: The study explored the needs and challenges of underperforming Grade R learners in a school in the Namakgale District of the Limpopo Province. As there is not necessarily a specific method for how young learners should be developed in their homes and communities before entering school, Rossi and Stuart (2007:139) make us aware of the fact that “many learners are at a disadvantage when they enter school, since they have not had the latitude to develop skills, values and attitudes that are expected of learners in the first grade.” The school is situated in a rural district where unemployment is a challenge, and this causes poverty, negatively impacting living circumstances. Negative living circumstances, in turn, worsen the high rate of drug abuse. Most residents of Mashishimale village, South Africa, where the school is situated, are unemployed parents who rely on the South African Security Agency (SASSA) to maintain their families. Because of these socio-economic conditions, schools face children with barriers to schooling, providing teaching challenges. Links (2009:12) adds to the debate by saying that when you have a school with learners from different cultural groups and clans, you will find that a variation of barriers to learning will exist. Description: Dissertation (Master(Early Childhood Education))--University of Mpumalanga, 2024 2024-03-01T00:00:00Z https://openscholar.ump.ac.za/handle/20.500.12714/1018 Title: Designing an effective phonics teaching strategy for grade one class in isiNdebele in the Nkangala district. Authors: Skhosana, Nomfundo Sophy. Abstract: This study aims to design an effective strategy to teach isiNdebele phonics in a Grade one class in KwaMhlanga North East Circuit Inkangala District North East Circuit Inkangala District of Thembisile Local Municipality in the Mpumalanga Province. The study explores the challenges faced by teachers in teaching isiNdebele phonics. Identified and prioritised challenges are teachers teaching inappropriate sequencing of phonic content, teachers being unable to understand the principle of phonetic rules (graphemes and phonemes, teachers having problems with the application of phonetic patterns, teachers having challenges in creating lesson plans that are not adapting to meet the diverse needs of learners, teachers having issues in the application of phonic skills (encoding and decoding). The study has adopted the posthumanism theory. Posthumanism theory questions the anthropocentric view that positions humans as the central and privileged beings in the world. An anthropocentric view of posthumanism in phonics teaching focuses on embodied learning experiences as a means to engage learners. Activities involving movement, gesture, or physical materials designed to appeal to Grade one learners' sensory experiences and facilitate their understanding and retention of isiNdebele phonics concepts. Phonological awareness was the conceptual framework that guided my study, and Participatory Action Research (PAR) as my methodological approach. PAR creates cooperation between educators, pupils, and other stakeholders, enabling them to participate actively in developing and improving phonics teaching approaches. The research team identified the challenges and came up with solutions through the discussions during the meetings. Critical Discourse Analysis (CDA) was used to analyse data. CDA was used to uncover language use's underlying power dynamics, ideologies, and societal implications, aiming to create awareness, challenge dominant discourses, and foster more equitable communication practices. Description: Dissertation (Master(Early Childhood Education))--University of Mpumalanga, 2024 2024-01-01T00:00:00Z https://openscholar.ump.ac.za/handle/20.500.12714/1017 Title: Enhancing learning grade 1 mathematics using tablets at a school in Mkhondo. Authors: Thabethe, Gugu Memory. Abstract: This study aims to design a strategy to enhance the learning of Grade 1 mathematics at a school in Mkhondo. This study was conducted at Gert Sibande region, KwaThandeka circuit, in the Mpumalanga Province, where one of the schools was chosen to conduct this research. This study adopted posthumanism as the theoretical framework because posthumanism moves away from enlightenment and encourages entanglements and relationality between the human and the non-human. The study uses Connectivism for its conceptual framework because Connectivism encourages learner-centred learning and the use of networks and technology such as tablets, to enable learners to access knowledge. The study focuses on designing a strategy to enhance the learning of mathematics at a school in Mkhondo. It explores challenges that hinder the teaching of mathematics using tablets. Challenges include lesson plans that do not integrate learning outcomes and tablets, not using tablets for knowledge-building and facilitation, assessment without tablets, collaborative learning and participation, and not using tablets to teach real-life situations in mathematics. The study uses Participatory Action Research to involve everyone in designing an effective strategy. The research team identified challenges which teachers face in enhancing the learning of Grade 1 mathematics using tablets. Through discussions and reflections, the team devised solutions and strategies to help teachers realise their objectives. Data was analysed using Critical Discourse Analysis (CDA) which critically analyses text and speech and gives meaning and ideology. CDA analyses how discourse plays itself out in society. The analysis was done to find potential strategies and solutions that help teachers enhance Grade 1 mathematics using tablets. Description: Dissertation (Master(Early Childhood Education))--University of Mpumalanga, 2024 2024-01-30T00:00:00Z https://openscholar.ump.ac.za/handle/20.500.12714/1016 Title: Enhancing the implementation of ECD policy and programmes in Gert Sibande District. Authors: Vilane, Sonto Leah. Abstract: South Africa prioritizes the implementation of policies and activities related to Early Childhood Development (ECD). The United Nations Convention on the Rights of the Child (1989) and the African Charter on the Rights and Welfare of the Child (2000), both emphasize the importance of early childhood development by putting out proposals and regulations to help communities implement it more effectively. Following these guidelines, the South African government launched various courses, through the Departments of Basic Education (DBE), Social Development (DSD), and Health (NDoH) to prioritise early childhood education. These courses covered the National Early Learning and Development Standards for Children (NELDS) and the National Integrated Early Childhood Development Policy (NIECD), which ensures that every young child received the best possible early childhood education. Most young children lack the requisite basic knowledge when they enter formal schooling due to a gap in the implementation of these policies and the accompanying programmes in ECD facilities, which is still an ongoing issue in South Africa. To increase the quality of early childhood care and education, this study investigated how ECD policies such as the National Integrated Early Childhood Development Policy, the National Early Learning and Development Standards for children from birth to 4 years and the Guidelines for Early Childhood Development Services as well as their aligned programmes are implemented. The fundamental premise is a qualitative interpretivist worldview. Schön's conceptual framework on reflective practice provided invaluable insight for the study. Participants in the study included a total of six ECD practitioners, from the three various ECD centres, two non-practitioners, of which one was responsible for administration in one of the centres while the other one was a member of the School Governing Body and two ECD Learning Facilitators (LFs), from the education district made up the team of participants in the study regarding the enhancement of the implementation of the ECE programmes. These ten participants worked as a team to design an effective implementation strategy for the ECE programmes for ECD Practitioners in the 2 schools with ECD centres and the one independent centre. ECD Learning Facilitators, non-teaching stakeholders who served on the School Governing Body (SGB), and ECD Practitioners, all of whom share equal responsibility for implementing the ECD policy and its programmes. xiv Data was collected using semi-structured interviews, field notes, observation, and voice recording, which was then analysed using inductive categories and theme descriptions. Thematic data analysis identified three themes that reflected participants' experiences with implementing ECD policies to improve the quality of care and education for young children. The findings suggested that ECD stakeholders should work together and interact on a continuous basis to improve policy and programme implementation. The recommendations of the study emphasized the need of ECD managers, practitioners, and officials at all levels to promote the implementation of ECD policies and programmes for optimal care and education. Description: Dissertation (Master(Early Childhood Education))--University of Mpumalanga, 2024 2024-12-01T00:00:00Z