South African Journal of Childhood Education最新文献

{"title":"Normal ranges for proprioceptive tasks in 6-year-old children in Mangaung","authors":"Carmen Bonafede, Elna van der Merwe","doi":"10.4102/sajce.v13i1.1243","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1243","url":null,"abstract":"Children are regularly exposed to changing surroundings where they learn how to handle interactions with the environment by collecting information from their senses (Goodway, Ozmun & Gallahue 2019; Tarakci & Tarakci 2016). This interaction includes information received from sight, touch, hearing, smell, as well as the vestibular and proprioceptive senses (Tarakci & Tarakci 2016). Different sensory experiences are crucial to children’s motor development, as sensory information help them to learn how to coordinate large and small muscles (Tahir et al. 2019). Motor development during early childhood is exceptionally important as it forms the basis for other developmental domains such as academic skills used by children later in their lives (D’Hondt et al. 2010). A mature proprioceptive system is thus not only essential for effective motor control, muscle tone and voluntary movement execution (Holst-Wolf, Yeh & Konczak 2016) but also for academic success (Balakrishnan & Rao 2007).","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42122073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The potential burden experienced by South African caregivers of children with severe intellectual disability","authors":"Pauli Van der Mescht, Salome Geertsema, M. le Roux, M. Graham, Ensa Johnson","doi":"10.4102/sajce.v13i1.1219","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1219","url":null,"abstract":"reported by Grau et al. (2015) that increased stress and burden was observed in caregivers who chronically care for individuals with disabilities. High stress levels and continuous demands on caregivers to support their CWSID could lead to depressive tendencies, such as increased anxiety and decreased quality of life (QoL) (Javalkar et al. 2017). The latter proves to be more prevalent among caregivers of CWSID (Crnic et al. 2017). In a study carried out by Peng et al. (2022) it was found that burden was increased in caregivers of CWSID leading to higher stress levels on multiple levels of daily functioning. Burden does not only impact caregivers on an emotional level but also on an economic or financial level leading to Background: Physical, financial, social and emotional demands placed on caregivers caring for their children with severe intellectual disabilities (CWSID) could lead to high levels of burden. Aim: This study aimed to evaluate the potential level of burden experienced by South African caregivers and aimed to identify possible contributing risk factors for increased levels of caregiver burden. Setting: Online and community parent support groups. Methods: This quantitative survey design study utilised data from 218 South African caregivers of CWSID. Both descriptive and inferential statistics were used for analysis. Family is the main support for 67% of participants. Results: Moderate to severe levels of caregiver burden were reported. No definite links between potentially contributing demographic risk factors and the overall level of caregiver burden were found. Caregivers of CWSID need to receive the required support from an early stage in the child’s diagnosis to decrease potential caregiver burden and improve quality of life (QoL). Conclusion: Implications on intervention and prevention practices could inform the creation and implementation of a protocol to avert increased caregiver burden. Future research could be conducted to determine the implications of intervention towards CWSID and their family to decrease caregiver burden. Contribution: The study provided insight into the burden experienced by caregivers of CWSID. This is in line with the journal as it further proves how vulnerable CWSID are and the support they should be receiving from professionals.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44274156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student teachers’ reflections on semiotics in Grade 3 isiXhosa literacy lessons","authors":"Pretty N. Magangxa, D. Geduld","doi":"10.4102/sajce.v13i1.1184","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1184","url":null,"abstract":") (Ashraf & Zolfaghari 2018; Department of Higher Education and Training [DHET","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The McKinsey’s 7-S model framework for assessment of challenges faced by teachers of children with autism spectrum disorders in the Limpopo province, South Africa","authors":"Gsakani O. Sumbane, Tebogo M. Mothiba, Mantji J. Modula, Takalani E. Mutshatshi, Ledile E. Manamela","doi":"10.4102/sajce.v13i1.1129","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1129","url":null,"abstract":"Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children.Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa.Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa.Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch’s inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study.Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher–learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support.Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met.Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136045058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives in eye-tracking technology for applications in education","authors":"Raimundo da Silva Soares, Cândida S. F. Barreto, J. Sato","doi":"10.4102/sajce.v13i1.1204","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1204","url":null,"abstract":"system utility in educational research regarding the mathematics teaching–learning process.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48947165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"South African professionals and developmental dyslexia: Knowledge, needs and perspective","authors":"Annika Altin, Salome Geertsema, M. le Roux, M. Graham","doi":"10.4102/sajce.v13i1.1104","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1104","url":null,"abstract":"Background: Despite extensive research on the specific learning disorder (developmental dyslexia) – SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated.Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD).Setting: A mixed-methods research design was implemented.Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech–language therapists (SLTs), occupational therapists (OTs) and psychologists.Results: Speech–language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals’ perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD).Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed.Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48919846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics","authors":"Sattiavany Veerabudren, Alta Kritzinger, Marien A. Graham, Salomé Geertsema, Mia le Roux","doi":"10.4102/sajce.v13i1.1200","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1200","url":null,"abstract":"Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD.Aim: To describe the characteristics of Grade 4 learners with RWD.Setting: Government primary schools in Mauritius, in urban and rural areas.Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used.Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling.Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention.Contribution: The study is important for speech–language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134946511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors influencing foundation phase rural teachers’ understanding and practices in selecting inclusive teaching strategies","authors":"Rachel B. Mabasa-Manganyi","doi":"10.4102/sajce.v13i1.991","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.991","url":null,"abstract":"Background: It is arguable that teachers’ understanding of the roles of various stakeholders and their need to sometimes assume some of these roles influenced how they practice inclusive education that results in influencing the choice of strategies that they will employ in the classroom.Aim: This article presents factors influencing how foundation phase rural teachers practised inclusion during teaching and learning in ordinary classrooms.Setting: The study was conducted in Limpopo, South Africa, from four selected schools.Methods: Four foundation phase teachers were purposefully selected to participate in the study. Direct observations and supplementary data through individual interviews were employed to elicit data from in-service foundation phase rural teachers.Results: The findings from the data revealed that teachers’ current understanding of inclusive pedagogy is influenced by knowledge of inclusive pedagogical practices, professional development, reflective teaching and planning of lessons contents, which was found to be inadequate, whilst the absence of teacher development through workshops and lack of parental involvement and teachers being in loco-parentis is found to be another contributing factor.Conclusion: The study supports that foundation phase rural teachers should be capacitated and empowered through consistent teacher development workshops. Parents also need to be empowered on their support role in order to fully realise inclusive pedagogy in rural classrooms. Finally, the study recommends further research on teacher development and teachers being in loco-parentis in rural foundation phase classrooms.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135339723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher awareness of psychosocial support available as per the Integrated School Health Policy in South Africa","authors":"Jace Pillay, Leila Patel, Rubina Setlhare-Kajee","doi":"10.4102/sajce.v13i1.1172","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1172","url":null,"abstract":"Background: In 2012, the South African government initiated the Integrated School Health Policy (ISHP) to serve as a national guideline on providing school health and support services from key stakeholders such as the Department of Health (DoH), Department of Basic Education (DBE) and Department of Social Development (DSD). However, despite the ISHP regulations, publications report that teachers in under-resourced government schools are not sufficiently equipped to address their learners’ psychosocial challenges.Aim: This study aimed to assess which psychosocial interventions implemented at the schools the school teachers are aware of.Setting: A total of 50 school teachers from five under-resourced primary schools in Gauteng school communities of Meadowlands, Ivory Park, Alexandra and Doornkop-Soweto completed a feedback questionnaire designed by the investigators.Methods: This descriptive study follows a quantitative descriptive design. A comparative descriptive analysis between schools using frequencies, percentages and graphs was used to analyse the results.Results: Results indicate that a school teachers’ ability to support their learners varies per school and is based on their school’s compliance to training their teachers on the school safety protocols and is not affected much by external training. Schools that follow the ISPH regulations on teachers’ training of protocols, better equip their teachers to observe psychosocial challenges their learners face.Conclusion: Despite the availability of guidelines, this study observes a gap in educators’ observations of mental health concerns or external stakeholders responsible for non-physical assistance.Contribution: Findings of this study provide feedback to all relevant stakeholders to assist in their future recommendations planning. One recommendation the authors of this study suggest may be that further studies explore if the lack of mental health observations is a result of poor teachers–student relations or a need for school teachers to be educated on learner mental health risk factors.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135206440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting teachers to develop formative assessment knowledge and skills in no-fee schools","authors":"J. K. Ramollo, A. Kanjee","doi":"10.4102/sajce.v13i1.1247","DOIUrl":"https://doi.org/10.4102/sajce.v13i1.1247","url":null,"abstract":"Background: Formative assessment has been reported to improve learners’ learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers’ knowledge and understanding in no-fee public schools located in a low socio-economic context.Aim: This article investigates the impact of the Assessment for Learning Capacity Development Programme (AfL CDP) on teachers’ formative assessment knowledge and understanding pertaining to the five formative assessment strategies: learning intentions and success criteria, questioning, feedback, peer and self-assessment.Setting: This study was conducted as part of the Assessment for Learning (AfL) in Africa project in one Gauteng district involving 20 Grade 3 teachers from six no-fee public schools.Methods: Teachers in this study participated in the AfL CDP, implemented using the reflect, mediate, acquire and adapt, plan, prepare, present, support (ReMAPS) intervention framework. Baseline and endline data were collected using the formative assessment reflection exercises (FARE) before and after the AfL CDP, while t-tests were used to determine differences in performance.Results: The results revealed significant improvements in teacher formative assessment knowledge and understanding across all five strategies.Conclusion: The ReMAPS intervention framework, applied in the AfL CDP, proved successful in supporting teachers to improve their formative assessment knowledge and understanding, even when implemented in challenging contexts, and provides a viable, practical model for implementing AfL pedagogical strategy by the Department of Education.Contribution: This study adds to the body of knowledge by providing research-based findings about how an AfL capacity development programme implemented in a challenging context in South Africa, benefited teachers’ pedagogical knowledge and understanding.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48175685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}