Research Articles (Early Childhood Education)

Permanent URI for this collectionhttp://hdl.handle.net/2263/1689

For inquiries regarding this collection or items in the collection, please contact Sonja Delport
Tel.: +27 12 420 5545

Browse

Now showing 1 - 20 of 158

Enhancing parental involvement in early childhood development centres
Bipath, Keshni; Bishop-Kapp, Danielle (Stellenbosch University, 2025-11)
The discontinuation of government subsidies led to ECD centre privatisation and the rise of community-driven ECD ones, raising concerns about teaching quality and staff qualifications. The study aimed to create a framework for enhancing parental involvement by incorporating insights from both parents and teachers. Theoretical perspectives by Goodall and Montgomery, Vincent, and Bryk highlighted parenting's significance, socio-economic influence on parental agency, and the need for trust between parents and teachers. The researchers selected two early childhood development centres and asked teachers and parents to participate. Qualitative research methods, including narrative inquiry, vignettes, participatory reflection and action research, and thematic analysis, were used to gather and analyse data from parents and teachers. The findings informed the development of the author's Framework for the Enhancement of Parental Involvement in Childhood (EPIC), incorporating the key elements identified in previous research, namely parental agency, relational trust, and parental involvement. Parental agency is a characteristic that can be strengthened when teachers provide encouragement and insight into how to engage the child in a meaningful and developmentally appropriate manner. This research led to the design of a framework for enhancing parental involvement by considering the perspectives of both parents and teachers. It is particularly applicable to the pre-primary and foundation phases of preparatory schools where parental involvement is significant. It also benefits the training of prospective teachers, especially those specialising in Early Childhood Education.
South African pre-service teachers’ perceived pedagogical readiness for coding and robotics in the Foundation Phase
Willemse, Kayla (AOSIS, 2026-07-07)
BACKGROUND : Coding and robotics have become increasingly important in early schooling, but their implementation in the Foundation Phase depends not only on curriculum reform and access to resources but also on teachers’ pedagogical readiness to teach these concepts in developmentally appropriate and inclusive ways. OBJECTIVES : This study explored how third-year pre-service teachers at a South African university conceptualised their perceived pedagogical readiness to implement coding and robotics in the Foundation Phase. The study was framed by Pedagogical Content Knowledge and teacher self-efficacy. METHODS : A qualitative interpretive design was used. Data were generated through open-ended online questionnaires completed by 51 consenting pre-service teachers enrolled in a Foundation Phase teacher education module. The data were analysed using thematic analysis, with an inductive coding process and abductive interpretation. RESULTS : Participants conceptualised perceived pedagogical readiness in three interrelated ways: as the ability to teach coding and robotics through play-based, hands-on and integrated pedagogies; as an inclusive and relational practice requiring attention to learner confidence, language and communication with parents; and as an emerging capacity shaped by resources, support and teacher confidence. CONCLUSION : Perceived pedagogical readiness for coding and robotics was understood not as technical competence alone, but as context-sensitive pedagogical enactment. Readiness involved the capacity to translate new curriculum content into teaching practices that are developmentally appropriate, relationally responsive and workable in unevenly resourced classrooms. Contribution: The study contributes to scholarship on teacher education and coding and robotics in the early years by showing that readiness is pedagogical, relational and contextually conditioned.
Scaffolding word problem-solving instruction : leveraging critical thinking and mathematics vocabulary
Swanepoel, Nadia (AOSIS, 2026-04-02)
BACKGROUND: Solving mathematics word problems present a continuous challenge for both learners and teachers, particularly in Grade 3, where the development of critical thinking and mathematics vocabulary is still in its early stages. While reading comprehension strategies have been widely explored, the integration of mathematics vocabulary and critical thinking into instructional frameworks calls for investigation. AIM: This study aimed to develop and explore a conceptual framework that integrates critical thinking and mathematics vocabulary to support both professional development of teachers and cognitive scaffolding for learners in word problem-solving. SETTING: The study was conducted in six diverse public as well as private schools in Gauteng province, South Africa. The languages of learning and teaching included both English and Afrikaans. METHODS: A qualitative approach was adopted, utilising a constructivist lens and participatory action research as the overarching design. Data were generated over three phases through semi-structured interviews, teacher diaries and voice recordings of intervention workshops. The word sum-wheel underpinned the study. A hybrid approach combining inductive and deductive analysis was employed. RESULTS: Findings indicated that the framework, in conjunction with the word sum-wheel, enhanced teachers’ instructional practices through guided questioning, language scaffolding and the integration of play. Learners demonstrated improved comprehension, confidence and self-correction in mathematics word problems. CONCLUSION: The critical thinking and mathematics vocabulary framework functioned effectively as a professional development tool and as a classroom-based cognitive support mechanism. CONTRIBUTION: This study introduces the critical thinking and mathematics vocabulary framework as a practical, theoretically grounded tool for teacher training and mathematics instruction.
Intentional play to support the development of children-in-distress in spaces of high need and resource constraint
Ebersohn, L. (Liesel); De Bruin, Janine Ellenore; Hopley, R.; Graham, Marien Alet (Routledge, 2026)
High numbers of children-in-distress globally indicate the need for evidence on low-threshold interventions to buffer against risk and promote positive developmental outcomes. Especially in spaces where structural disparity challenges and abuse result in excessively high numbers of children-in-distress, limited options exist for care and support, given contextual resource constraints. This article draws on comparative study data exploring intentional play to address the high need for support in spaces where resources are limited. Two places of residential care that care for children-in-distress in South Africa were purposively selected. At one place of residential care, intentional play is incorporated by trained caregivers, who prioritise intentional daily play, and at the other, play takes place by happenstance. Mixed-method data was collected at two time points in 2021 and 2022 with 8-12-year-old children (n = 59, CASE 1 = 37, CASE 2 = 22, boys = 29, girls = 30) and caregiver participants (n = 11). Collected data provided insight into holistic child developmental outcomes (academic, physical and psychological health and wellbeing) in the context of intentional play. Children who benefited from daily intentional play demonstrated more positive developmental outcomes than the comparison group. The study demonstrates the value of prioritised, regular, intentional play to promote holistic child development.
Audiometric screening results and knowledge of noise-induced hearing loss and hearing conservation practices among members of a South African army unit
Ngobeni, Charles; Pottas, Lidia; Soer, Maggi E. (Magdalena Elizabeth); Graham, Marien Alet (Mettamedia (Pty) Ltd, 2025)
BACKGROUND : Military personnel are exposed to high noise levels during training and deployment missions. Interventions to reduce noise exposure levels and the prevalence of noise-induced hearing loss (NIHL) are necessary. When planning such interventions, workers’ knowledge should be taken into consideration. OBJECTIVE : The objective of the study was to describe knowledge about NIHL and hearing conservation practices, and referral threshold shifts (RTSs) using audiometric screening results, among members of a South African army unit. METHODS : In this cross-sectional study, 38 army unit members were purposively sampled from a study population of 631. Demographic data, NIHL knowledge, and hearing conservation practices were collected using a questionnaire, and analysed using descriptive statistics. Audiometric screening data were analysed for army unit members who had been employed for two or more years and had two audiograms (baseline and periodic). The Wilcoxon signed-rank test (WSR) was used to compare participants’ baseline and periodic hearing thresholds. RESULTS : Most participants were male (n = 37, 97.4%), aged 26–35 years (n = 31, 81.6%), and permanently employed (n = 33; 86.8%). Around half lacked knowledge that exposure to noise is the main risk factor associated with NIHL (n = 21, 55.3%); only two (5.3%) knew that NIHL cannot be treated with medicine. Almost half of the participants (n = 18, 47.4%) reported that they were only sometimes provided with hearing protection devices (HPDs); 10 were never or almost never provided with HPDs (26.3%). There was a significant RTS at high frequencies from the baseline and periodic screening examinations (p = 0.012 and p = 0.002 for the right and left ear, respectively). CONCLUSION : The participants’ RTS from baseline serves as early indication of those at risk for NIHL. A limited understanding of the primary risk factor for NIHL highlighted knowledge gaps. Education and training about NIHL should be provided to army unit members. Provision and correct use of suitable HPDs, to prevent NIHL, should be mandatory for military personnel for the promotion of effective hearing conservation practices.
Die ontwikkeling van 'n akademieseveerkragtigheidskaal (AVS) : nommerpas vir die Suid-Afrikaanse konteks
Graham, Marien Alet; Roux, Karen; Du Plooy, Jenette (Litnet, 2025-07-03)
AFRIKAANS : Veerkragtigheid word verstaan as ’n veelsydige proses wat staatmaak op verskeie hulpbronne wat met verloop van tyd saamwerk. Hierdie artikel rapporteer oor die kwantitatiewe aspek van ’n groter gemengdemetodestudie, met die fokus op die antwoorde van studente met Afrikaans as huistaal. Die doel van die breër gemengdemetodestudie was om ’n betroubare en geldige akademieseveerkragtigheidskaal (AVS) vir die Suid-Afrikaanse konteks te ontwikkel. Die meeste akademieseveerkragtigheidskale is tot dusver ontwikkel vir gebruik in die Globale Noorde, en geen skale is nog spesifiek vir Suid-Afrika (en die Globale Suide) geskep nie; daarom is daar ’n dringende behoefte om ’n toepaslike skaal vir hierdie konteks te ontwikkel. In hierdie artikel val die fokus egter nie op die vasstelling van die betroubaarheid en geldigheid van die nuutgeskepte AVS nie; dit word in ’n ander artikel bespreek. Die fokus van hierdie artikel is om die vraelysantwoorde van respondente, wat aangedui het dat hul huistaal Afrikaans is, te rapporteer. Die studie is gebaseer op die sosio-ekologieseveerkragtigheidsteorie (SEVT), geïntegreer in die konteks-inset-proses-uitset (KIPU)-model, om ’n holistiese oorsig van studente se ervaringe te gee. Die studie het nie-waarskynlikheid-, doelgerigte- en sneeubal-steekproefnemingstegnieke gebruik en alle voorgraadse Opvoedkundestudente wat tussen 2020 en 2023 ingeskryf was by drie deelnemende Suid-Afrikaanse hoëronderwysinstellings, uitgenooi om deel te neem. Van die 343 studente wat die AVS voltooi het, het 64 aangedui dat hul huistaal Afrikaans is. Die AVS het ses faktore, naamlik, F1: student-dosentverhouding, F2: akademiese en administratiewe stres, F3: universiteitsondersteuning, -betrokkenheid en -kommunikasie, F4: volharding, F5: sosiale ondersteuningstruktuur, en F6: tegnologieprobleme. Die twee faktore wat die sterkste na vore gekom het in terme van veerkragtigheid, was die sosiale ondersteuningstruktuur, gevolg deur volharding. Die faktor wat die kleinste rol gespeel het, was tegnologieprobleme. Die studie beveel aan dat hoëronderwysinstellings studente aanmoedig om aan sosiale groepe deel te neem vir emosionele en akademiese ondersteuning, aangesien sosiale ondersteuningstrukture die mees betekenisvolle faktor was. Aangesien volharding as die tweede sterkste faktor geïdentifiseer is, behoort instellings programme te implementeer wat daarop gemik is om volharding by studente te bevorder en te versterk.
Demographic factors that predict open university undergraduate students' well-being
Graham, Marien Alet; Magare, Ishmael; Eloff, Irma (Commonwealth of Learning, 2025-07-25)
Recent research studies on student well-being in higher education have emphasised the importance of various psychological factors, however, in online learning environments, demographic factors have been shown to have particularly strong relationships with well-being. This mixed-methods study explored the relationship between demographic variables and student well-being in open and distance learning (ODL) using the PERMA framework. The participants (age: mean = 38.2, SD = 6.5) were BEd students in primary education at an ODL institution in Botswana. Data from a survey (n = 215) and focus-group interviews (7 groups, n = 35) revealed that the only significant demographic predictor of undergraduate students’ perceived well-being was higher levels of education. Qualitative analyses indicate that higher qualifications were related to career advancement, self-actualisation, self-confidence, social status, multi-level learning, a sense of belonging and positive emotions. This study assists in gaining insight into which demographic variable/s enhance student well-being, that, in turn, may help in designing optimal ODL learning environments to support students effectively.
Reliability and validity of the Botswana educator job satisfaction survey (BEJSS)
Monyamane, Lindiwe; Combrinck, Celeste; Graham, Marien Alet (Universidad de Granada, 2025)
There are many existing teacher job satisfaction instruments, but we found none adequately accounted for the unique challenges educators face in Botswana. Culturally relevant surveys can be challenging to find in non- Western, developing contexts. Secondary education in Botswana has specific characteristics, such as a centralised curriculum, rural-urban resource disparities, difficulties accessing continued professional development and off-campus teacher housing. Our study aimed to design the Botswana Educator Job Satisfaction Survey (BEJSS) with relevant constructs for Botswana and similar contexts. Herzberg’s Two-factor theory of motivation guided our instrument design for conceptualising job satisfaction. Following an exploratory sequential QUAL-QUAN design, we used mixed methods research (MMR) with an inductive approach. Five educational experts were involved in our study for the item generation and content validation phase. The sampled teachers came from senior secondary schools in Botswana's North-East region, and we randomly selected 25 teachers for five focus groups. The items were generated and refined based on the expert inputs and the focus group themes. During the quantitative phase, we randomly selected teachers to complete the BEJSS, and the total sample size was 51 respondents. For the qualitative data analysis, we used Reflexive Thematic Analysis (RTA), and for the item and instrument analysis, the Rasch Rating Scale Model was applied with Winsteps. The MMR results for the new instrument showed sufficient evidence of internal reliability and validity. Our study contributes a new instrument to teacher job satisfaction in Botswana, tailored for school settings with similar contexts.
Lesson study’s impact on early grade teachers’ growth and pedagogical knowledge development
Venketsamy, Roy; Hu, Zijing; Hadebe-Ndlovu, Blanche Ntombizodwa; Bipath, Keshni (Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, 2025-09)
Continuous professional development is vital for enhancing teachers' content knowledge and pedagogical expertise. Research has confirmed that lesson study significantly contributes to improving teachers’ professional development in many Asian countries. This study aimed to explore the impact of the Japanese lesson study model on the professional development of early-grade mathematics teachers. Previous research highlighted that many South African teachers lack adequate content knowledge and pedagogical content knowledge in mathematics instruction, leading to poor learner performance in the subject as revealed in national and international assessments. Using a qualitative case study approach, six early-grade teachers from a school in Gauteng Province were purposively selected as participants. Using Creswell’s six steps of data analysis, the author analysed the data thematically. The findings revealed that, despite their extensive teaching experience, participants lacked knowledge and understanding of mathematical content e and pedagogical content knowledge. However, engagement in collaborative lesson planning, self-reflection, and critical lesson reviews contributed to strengthening their professional development. Additionally, participants reported increased confidence and reduced anxiety when presenting the lessons. They acknowledged that the lesson study approach facilitated their professional growth and enhanced their content and pedagogical knowledge. The study concluded that lesson study is an effective professional development model. Participants emphasised the value of collaborative lesson planning and the formation of communities of practice in fostering learner-centred teaching approaches.
Decolonizing pedagogy in post-apartheid South Africa : a post-Vygotskian ethicopolitical and ontoepistemic postulation
Muthivhi, Azwihangwisi Edward (Cambridge University Press, 2026-02-26)
This Element examines post-apartheid pedagogy in South Africa to uncover philosophical and epistemological foundations on which it is predicated. The analysis reveals quaint epistemologies and their associated philosophical postulations, espousing solipsistic methodologies that position teachers and their students as passive participants in activities rendered abstract and contemplative – an intellectual odyssey and dispassionate pursuit of knowledge devoid of context and human subjectivity. To counteract the effects of such coercive epistemologies and Western orthodoxies, a decolonising approach, prioritising ethical grounding of knowledge and pedagogy is proposed. Inthis decolonising approach to learning and development, students enact the knowledge they embody, and, through such enactment of their culturally situated knowledge practices, students perceive concepts in their process of transformation and, consequently, acquire knowledge as tools for critical engagement with reality -and tools for meaningful pursuit of self-knowledge, agency, and identity development.
Teachers' perspectives on ADHD neurodevelopment and mathematical interventions supports in inclusive foundation phase classes
Thuketana, Nkhensani Susan; Masola, Francinah; Loots, Stefnie (Common Ground Research Networks, 2024-02)
Children with attention deficit hyperactivity disorder struggle to process mathematical concepts despite international conventions on inclusive education and quality education for all. Teachers' capabilities to differentiate pedagogical practices despite learners' diverse educational needs was the issue. Piaget's neuroplasticity theory, Hebb's neurophysiological theory, and Vygotsky's sociocultural theory grounded the qualitative study within the interpretive paradigm to explore the phenomenon among purposefully selected teachers. The researchers observed mathematics books of ADHD-identified learners and reviewed the teachers' pedagogical practices to support the learners. The analysed data revealed teachers' lack of ADHD neurodevelopment comprehension, used standardised interventions and required knowledge appraisal on inclusive practices.
The teachers' perception of the use of technology in teaching and supporting early childhood learners : a case study of selected primary schools in Lagos State, Nigeria
Adeyinka, B.O.; Thuketana, Nkhensani Susan (African Educational Research and Development Foundation, 2025-04)
The 21st century regards technological skills as crucial for development and stimulating learning, particularly for young learners in the formation stages. However, resource disparity between developed and developing countries compromises the quality of technology-aligned benefits and perpetuates existing inequalities experienced in different contexts. Teachers’ dearth of technological skills and knowledge also contributes to the limited use. This study explored teachers’ perceptions of the use of technology in teaching early childhood learners from selected primary schools in the Agege Local Government area of Lagos State, Nigeria. The study hypothesised that the psychological perceptions of the teachers concerning technology are likely to impact their teaching mode for early childhood learners. The researchers administered 100 questionnaires to gather data from the respondents and performed the Cronbach’s alpha reliability test to validate the originality of the study results. Furthermore, the study used the structural equation model techniques in the analysis to enhance reliability and validity. The results showed a positive but not significant relationship between the teachers’ perceptions and the use of ICT. The study suggests that the government provide in-service and continuous training for primary school teachers regarding ICT skills, which will benefit young learners. The government should also provide age-appropriate resources to enhance teachers’ productivity in introducing technology for young learners.
Understanding and overcoming challenges for the inclusion of learners with autism spectrum disorder in South African mainstream classrooms
Van Staden, Dessire; Thuketana, Nkhensani Susan (Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) , Canada, 2025-12)
Despite policies having been developed by various countries to manage and support inclusive education, the inclusion of learners with varied abilities remains a global crisis. This predicament infringes on the human rights of these children, who are unable to access quality education in mainstream schools. In South Africa, the education system has implemented Education White Paper 6 on inclusive education and the Policy on Screening, Identification, Assessment, and Support, which govern inclusive education execution as well as sustainability for all learners, including those with autism spectrum disorder (ASD). This paper argues that policy enactment requires holistic intervention strategies in light of the changing contextual scenarios. Piaget’s theory of cognitive development underpinned the investigation, which took a paradigmatic and interpretive stance in a multiple cross-case study design to scrutinise 15 teachers’ narratives relating to the inclusion of ASD learners. The findings revealed unclear statistics, an unclear conceptualisation of ASD learners in South Africa, inadequate resources, and unaligned teacher education perpetuating factors hindering the inclusion of ASD learners. The paper concludes with recommendations for future research informing teachers and policymakers on the contextual successful inclusion of ASD learners in South Africa.
A social-cognitive model of teaching pedagogies to promote inclusivity in Zimbabwe
Mathe, Samkeliso; Thuketana, Nkhensani Susan; Malatji, Makwalete Johanna (Riga Technical University, 2026-01-14)
Inclusive education in Zimbabwean foundation phase classrooms faces the critical challenges of addressing the diverse cognitive, social, and cultural needs of young learners. Despite policy commitments, teaching pedagogies often remain standardiesd and insufficiently responsive to learner variability. This study introduces the Social-Cognitive Inclusion model (SCI), grounded in constructivism learning theory, which conceptualises learning as an active, socially mediated, and cognitively driven process. The SCI model encompasses social factors, including teacher attitudes, scaffolding and learner interaction, alongside cognitive factors such as cognitive diversity, metacognitive skills, and the promotion of an inclusive classroom environment. A qualitative research design was employed to explore how foundation phase teachers implement teaching pedagogies that promote inclusivity. Data were collected through semi-structured interviews, classroom observation, and document analysis involving twelve purposively selected foundation phase teachers from Hwange district. Thematic analysis was used to explore how teaching pedagogies are applied in contexts characterised by a lack of parental support, limited infrastructure, and inadequate training. Findings reveal that while teachers demonstrate inclusive intent, the teaching pedagogies that promote inclusivity often remain inflexible and fail to adequately accommodate learners' cognitive and social differences. The SCI model addresses this gap by suggesting adaptable strategies aligned with learners' developmental readiness and contextual realities.
Exploring foundation phase teachers’ experiences of digital play
Venketsamy, Roy; Macharia, Grace (University of the Free State, 2025-06-30)
Using technology in education is important because it allows teachers to include digital play in their lessons. This study used the technological pedagogical content knowledge model as a theoretical framework to explore teachers’ experiences using digital play for teaching and learning in the foundation phase. Using an interpretivist paradigm, this qualitative study was conducted with five participants in Gauteng. Data was collected through face-to-face interviews and classroom observations according to participants’ availability. All the data were analysed using Creswell’s (2014) six steps of qualitative data analysis. The findings revealed teachers’ willingness to use digital play for teaching and learning. They indicated that digital play improved learning outcomes and was fun for the learners. Despite this, they experienced various challenges regarding their knowledge, use, and understanding of different technological programmes and infrastructure. It was concluded that all participants need capacity-building programmes to develop their competencies in digital play. The education department was recommended to support teachers using digital technologies by providing appropriate resources and staff development programmes.
Student reflections on empowering ECD educators to integrate sensory gardens in schools
Jordaan, Martina; Thuketana, Nkhensani Susan (Common Ground Research Networks, 2025-07)
This article reports on efforts to empower ten early childhood development (ECD) educators on the concept of sensory gardens in 2023. This project builds on another project launched in 2022. During the 2022 sessions, ECD practitioners were taught the basic concepts of sensory gardens. Ten ECD practitioners interested in including aspects related to sensory gardens in their ECD centers in 2022 were invited to the training sessions by fourteen ECD students. The participants were encouraged to develop interactive elements for their gardens and incorporate them into their ECD centers. A qualitative approach was employed in which the students reflected on the training they provided to the ECD practitioners. The study revealed that training ECD practitioners to incorporate aspects of sensory gardens into their ECD centers positively impacted the students’ overall learning experience and development. The study provides valuable insights into the benefits of integrating sensory gardens into ECD centers and their potential for promoting holistic development in students in the ECD phase.
Utilising ICT for classroom teaching and learning : practices among South African teachers
Matlala, Dikeledi Eva; Graham, Marien Alet; Roux, Karen (Independent Institute of Education, 2025-12)
This research considered South African primary school teachers' use of Information Communication and Technology (ICTs) in the domains of English First Additional Language, mathematics, and natural sciences. Utilising the Technological Pedagogical Content Knowledge (TPACK) framework, the study explored what ICTs are being used for assessment purposes and how ICTs are being used. Employing a mixed-method approach within a pragmatist paradigm, a survey designed by the researchers was administered to teachers with a minimum of five years of experience. Quantitative analysis of closed-ended questions revealed that commonly used ICT tools included personal computers, the internet, intranet, and mobile devices, whereas outdated technologies like CDs and DVDs were seldom utilised. Surprisingly, newer ICTs, such as WhatsApp, were not as frequently employed as anticipated. Qualitative insights demonstrated that teachers harnessed ICTs for various functions, including formative and summative assessments, multimedia learning, personalised learning, resource discovery, engagement with educational platforms, and document handling. The findings revealed that social impact on behavioural intention was the only significant effect. Highlighting the critical role of peer and institutional support structures to encourage ICT adoption. Additionally, addressing resource and infrastructure gaps, alongside targeted training and capacity development, is crucial for enabling effective ICT-based assessment in South African primary schools.
Person-centered care in adult auditory rehabilitation : a scoping review
Graham, Marien Alet; Nicholson, Nannette; Glade, Rachel; Delport, Sonja; Mahomed-Asmail, Faheema (Taylor and Francis, 2026-01)
OBJECTIVE : To scrutinise the efficacy of person-centered care (PCC) in enhancing outcomes for adults navigating hearing loss through a comprehensive examination of literature on PCC in auditory rehabilitation (AR). DESIGN : A scoping review was conducted following Joanna Briggs Institute guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR) reporting standards. A context framework guided the research question. STUDY SAMPLE : Structured searches across multiple databases identified 36 records which were categorised by research design, mapped by the first author's country, and depicted by number of publications per year. Six identified elements of PCC were anaylzed across four components of PCC using deductive qualitative analysis. RESULTS : Most studies were published in the US and Australia; with a gradual increase to four publications per year. From the six PCC elements of person-centered care, family involvement, individualised preferences and treatment uniqueness were most frequently addressed. Notably, active listening and empathy received limited attention. CONCLUSION : Evidence suggests advancement of PCC practices effectively fosters more effective and personalised approaches in adult AR. By pinpointing trends and gaps, we contribute to the advancement of PCC practices, fostering more effective and personalised approaches in AR for improved patient outcomes and experiences.
Image use in aphasia rehabilitation : practices of speech-language pathologists in South Africa and international contexts
Pillay, Bhavani Sarveshvari; Van der Linde, Jeannie; Graham, Marien Alet; Dada, Shakila (Taylor and Francis, 2026)
PURPOSE : The study aimed to explore speech-language pathologists' practices regarding image selection and use in the treatment of people living with aphasia. Images are widely utilised with people living with aphasia, however, supporting their communication optimally remains challenging. METHOD : Ninety-two speech-language pathologists from South Africa, Australia, USA, and the UK completed a custom-designed online survey. Descriptive and inferential statistics, with structured-tabular thematic analysis were used. RESULTS : Sixty-two (82.7%) of the 75 participants who conduct assessments with people living with aphasia mostly use images. Sixty-seven (72.8%) of the total sample include images during treatment. South African respondents reported using black-and-white line drawings (28.1%) less frequently than speech-language pathologists from other countries (9.8%). Coloured images were preferred overall. South African participants significantly reported culture (62.5%) and religious orientation as "always important" (63.3%) compared to their counterparts (34.1%, 12.2%). Respondents use images to support learning and language; and less frequently in discourse with people living with aphasia. The more experienced a respondent was, the more knowledgeable and confident they felt incorporating images. Themes of client considerations and clinical settings for images emerged. Speech-language pathologists' perceived barriers were time, larger caseloads, people living with aphasia's variable responses to images, and lack of resources. CONCLUSION : Speech-language pathologists in this sample have a knowledge base of image types and factors that may contribute to image interpretation in people living with aphasia. However, further research globally is needed. A structured approach to image selection is lacking in both low and middle-income, and high-income countries. Considering people living with aphasia's skills, preferences, and communication partner involvement may optimise image use. Development of a framework for systematically organising image features for people living with aphasia is warranted.
South African Grade R teachers’ perspectives on integrating coding and robotics in early education
Willemse, Kayla; Callaghan, Ronel (Education Association of South Africa, 2026-02)
The integration of coding and robotics has emerged as a groundbreaking trend in early education. With this study we examined the perspectives of 10 South African Grade R teachers over 4 months using a participatory action research design. Through semi-structured interviews, guided classroom observations and collaborative discussion groups, we explored how teachers conceptualised and implemented coding and robotics (C&R) in their classrooms. Thematic analysis, informed by the technological pedagogical content knowledge framework, revealed a range of perspectives, both affirming and critical, with positive views being more prevalent. Teachers highlighted the benefits of C&R for fostering collaboration, creativity, critical thinking, innovation and learner enjoyment, particularly when integrated with pedagogical intent. However, concerns were raised about the possible displacement of foundational developmental practices, the risk of learner dependency on technology, and the constrained functionality of tools like the Bee-Bot. The findings underscore the importance of balanced, contextually responsive implementation. By incorporating teacher insight into practice, policy and professional development, early education practitioners may harness the transformative potential of C&R while safeguarding foundational developmental needs.

Browse

Recent Submissions