The perceptions of a group of Sesotho mothers, from a low socio-economic group in the Free State, on early literacy
| dc.contributor.advisor | Gerber, Berna | en_ZA |
| dc.contributor.author | Botha, Lyndall | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy. | en_ZA |
| dc.date.accessioned | 2016-12-22T13:40:19Z | |
| dc.date.available | 2016-12-22T13:40:19Z | |
| dc.date.issued | 2016-12 | |
| dc.description | Thesis (MSpeechPath)--Stellenbosch University, 2016. | |
| dc.description.abstract | ENGLISH SUMMARY : South Africa’s education system is under scrutiny regarding the continuous poor reading performance of pupils in primary schools. South African Grade 4 and 5 pupils continue to score below the international average of reading achievement. Poor reading skills have a negative influence on the attainment of knowledge and limit opportunities later in life. Research has indicated that the foundation phase of literacy development, known as early literacy or emergent literacy, plays an important role in literacy outcomes. Research has demonstrated that children of parents from non-mainstream cultural and linguistic groups and who have a low socio-economic status, seem to be at risk for compromised literacy achievement. Little research has addressed parental perceptions regarding early literacy, particularly perceptions within specific cultural and linguistic groups. The study aimed to address this need. A qualitative research design, guided by an ethnographic approach was followed. The main aim of the study was to describe and explain the perceptions of a small group of Sesotho speaking mothers, from a low socio-economic group in the Free State, regarding early literacy. The data was collected making use of 12 standardized open-ended interviews, combined with an interview guide approach. The data was analysed using a thematic analysis process, as described by Braun and Clarke (2006). Three central themes relating to the participants’ perceptions of early literacy were identified in the data. Education was viewed by most mothers as an escape from poverty and the key to a successful life. Poverty was identified as the greatest barrier to home literacy practices and had a direct influence on the resources available in the home environment. The participants held varying perceptions regarding early literacy differences within specific groups of people, such as rich and poor; young and old; and Black and White. The participants also discussed their perceptions regarding early literacy from a cultural point of view. Limitations of the study are discussed, as well as recommendations for future research. The results have wide-ranging implications for practice. Professionals, such as speech-language therapists play a vital role in identifying and serving children at risk for compromised literacy development, while government departments play a key role in the promotion of early literacy, better education and improved living conditions for all South Africans. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Agtergrond: Suid-Afrika se onderwysstelsel word ondersoek na aanleiding van die voortdurende swak leesvermoë van leerlinge in primêre skole. Suis-Afrikaanse Graad 4 en 5 leerlinge presteer voortdurend onder die gemiddelde internasionale vlak van leesvermoë. Swak lees vermoeëns het ‘n negatiewe invloed op die verkryging van kennis en beperk geleenthede in die latere lewe. Navorsing het bewys dat die grondslag fase van lees ontwikkeling, bekend as vroeë geletterheid, ‘n baie belangrike rol speel in geletterdheid resultate. Navorsing het getoon dat kinders van ouers uit nie-hoofstroom kulturele en taal groepe en met lae sosio-ekonomiese status, geneig is tot ‘n risiko om prestasie in terme van geletterdheid, in gedrang te bring. Min navorsing is gedoen aangaande ouer persepsies van vroeë geletterdheid kennis, spesifiek met betrekking tot persepsies in spesifieke kulturele en taal groepe. Die doelwit van die studie is om hierdie behoefte aan te spreek. ‘n Kwalitatiewe navorsingsplan, gepaardgaande met n etnografies uitganspunt is gevolg. Die hoofdoel van die studie was om die persepsies van n klein groep van 12 Sesotho moeders, afkomstig van lae sosio-ekonomiese groepe in die Vrystaat, te beskryf en te verduidelik aangaande vroeë geletterdheid. Die data was saamgestel deur die gebruik van gestandardiseerde openhartige onderhoude, gekombineerd met n onderhoudsriglyn benadering. Die data was geannaliseer deur gebruik te maak van n tematiese ontledingsproses, soos beskryf deur Braun en Clarke (2006). Drie sentrale temas wat verband hou met die deelnemers se persepsie van vroeë geletterdheid was in hierdie data geidentifiseer. Onderwys onderrig was deur die deelnemers gesien as n ontvlugting uit armoede en die sleutel tot n suksesvolle lewe. Armoede was geïdentifiseer as die grootste struikelblok vir geletterdheid aktiewiteite in die ouerhuis en het ook n direkte invloed op die hulpmiddels in die ouerhuis omgewing. Die deelnemers het verskeie persepsies aangaande vroeë geletterdheid in verband met verskillende groepe mense, soos ryk en arm; jonk en oud; en Swart en Wit. Die deelnemers het ook hulle persepsies aangaande vroeë geletterdheid, vanuit n kulturele perspektief bespreek. Tekortkominge van die studie is beskryf, asook aanbevelings vir toekomstige navorsing. Die resultate het wyd verspreide implikasies vir die praktyk. Professionele beroepe, soos spraak-en-taal terapeute, speel ‘n baie belangrike rol in identifisering en dienslewering aan kinders wat die gevaar loop van geletterdheid ontwikkeling in gedrang te bring, terwyl regeringsdepartemente ‘n baie belangrike rol speel in die bevordering van geletterdheid kennis, beter onderwys onderrig en beter lewensomstandighede vir Suid-Afrikaners. | af_ZA |
| dc.format.extent | 117 pages ; includes annexures | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/100322 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Early childhood education -- South Africa | en_ZA |
| dc.subject | Literacy -- Social aspects | en_ZA |
| dc.subject | Literacy -- Developing countries | en_ZA |
| dc.subject | UCTD | |
| dc.subject | Sesotho -- Education (Early childhood) | en_ZA |
| dc.subject | Early childhood education -- Parent participation | en_ZA |
| dc.subject | Poor children -- Education | en_ZA |
| dc.title | The perceptions of a group of Sesotho mothers, from a low socio-economic group in the Free State, on early literacy | en_ZA |
| dc.type | Thesis | en_ZA |