Browsing by Author "Gae, Winnie"

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    Primary school learners’ perspectives on factors that impact their learning and wellbeing at school
    (Stellenbosch : Stellenbosch University, 2016-12) Gae, Winnie; Carolissen, Ronelle; Stellenbosch University. Faculty of Education. Dept. Educational Psychology
    ENGLISH ABSTRACT : Primary school children’s perspectives on wellbeing and learning are always heard from the teachers’ or adults’ perspectives. It is seldom that learners are asked about their perspectives when it comes to their wellbeing and learning at school. Research has suggested that children are marginalised and not given an opportunity to participate in matters that concern them. According to the United Nations Convention on the Rights of the Child in 1989, Article 12 maintains that children have a right to express their views and have them taken seriously in accordance with their age and maturity. It has also been found that it has been one of the most challenging to implement. This study aimed to gain insight from the perspectives of the learners to be informed on what they think affects their wellbeing and learning at school. Bronfenbrenner’s bio-ecological model was used as a frame. Qualitative research, using visual methods, focus groups and classroom observations were used as tools to explore and then describe the participants’ perspectives. The study was conducted as a case study and purposive sampling was utilised to select the participants. Six girls and six boys from three Grade seven classes were selected. The participants gave their perspectives on factors that affect their wellbeing as they had been at the school longer than other learners. The data collected were analysed using thematic analysis. The findings suggested positive and negative aspects that affected the learners at school. Play or sport and extra-mural activities brought happiness to them though extramural activities are practised minimally at the school. Corporal punishment and bullying also emerged as themes that brought fear to the learners. From these findings it was recommended that the school be advised on bullying and on children’s rights in order to help them with drafting school policies that keep the children’s perspectives in mind.