Role of early childhood development practitioners in developing children’s oral language in three selected centres in Buffalo City
- Authors: Nodlela, Lumka
- Subjects: Early childhood education , Language acquisition , Early childhood teachers
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10353/27887 , vital:70453
- Description: The child's language development is one of the most notable achievements of the preschool years. Children must develop their language skills effectively to access the curriculum. Practitioners of Early Childhood Development (ECD) have a substantial impact on children's spoken language development. As a result, three centers in the Buffalo City Education District are the subject of this dissertation's investigation into how ECD practitioners contribute to children's oral language development. The applicable theory used in the study was Vygotsky's Zone of Proximal Development (ZPD) theory. The existent phenomenon was examined using the interpretivist research paradigm and the qualitative research methodology. The study used a phenomenological research approach to examine the perspectives, functions, and experiences of individuals (ECD practitioners) in the growth of children's oral language. The study used purposive sampling. Participants were purposively selected as because of their proximity to the researcher’s workplace. The fifteen practitioners in the chosen ECD centers were interviewed in semi-structured interviews, and data were also gathered through observations. Following transcription, sorting, and categorization, the gathered data were thematically analysed using themes inferred from the study objectives. The study's conclusions showed that ECD specialists help children improve their oral language in a useful way. As a result, they require training in the creation and application of various strategies for fostering oral language in young children. Short courses will also assist practitioners in fostering the overall development of children. One of the key elements that interferes with effective teaching and learning at ECD centers, though, is a shortage of resources. , Thesis (MEd) -- Faculty of Education, 2023
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September-201213826-Information Systems.pdf
- Authors: Vusiwe
- Identifier: http://hdl.handle.net/10353/29538 , vital:77977
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SITA Z_201301890_MCOM ECONOMICS.pdf
- Authors: SD
- Identifier: http://hdl.handle.net/10353/19006 , vital:43012
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Social acts and projections of change
- Authors: Minkley, G
- Language: English
- Type: Inaugural lecture
- Identifier: vital:11982 , http://hdl.handle.net/10353/d1011241
- Description: This lecture considers the question of the social from within the workings of the SARChI Chair in Social Change. Rather than accepting ‘the social’ as something that is given, it proposes that we problematize and ‘re: work’ the social as being a hybrid domain, as being spatially diverse and as being enacted. An argument for ‘social acts’, which are related to, but not the same as actors and actions is proposed as a means to read and understand the social and projections of social change in new ways. While social acts produce actors and need actors to be actualised, social acts themselves produce ruptures in the given, entail a remaining in the scene and they always involve others and the Other in altering projections of the social, of ‘other socials’, and of projections of change. In practice too, the enactment of the social and the material as integrally associative decentre the object, bringing it into view as one that is also socially enacted, requiring continuing effort, choreography, staging, repetition, but also rupture. To enact, then, is to realize a rupture in the given-ness of the social and to necessarily attend to the unexpected, unpredictable and unknown of the social and its equally enacted and re-worked projections of change.
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