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Implementation of the National Curriculum for physical development in the reception year
Dissertation (MEd)--University of Pretoria, 2010.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613501414965248 |
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| access_status_str | Open Access |
| author2 | Mohangi, Kesh |
| author_browse | Mohangi, Kesh |
| author_facet | Mohangi, Kesh |
| collection | Thesis |
| dc_rights_str_mv | © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2010. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/25386 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:37:09.154Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/25386 Implementation of the National Curriculum for physical development in the reception year Mohangi, Kesh heather.perry@telkomsa.net Moletsane, Mokgadi Kekae Ferreira, Ronel Perry, Heather Marina Reception year Physical education Physical development Outcomes-based education Harrow‟s taxonomy Early childhood Curriculum Grade r Revised UCTD Dissertation (MEd)--University of Pretoria, 2010. This study explored how Grade R teachers at a pre-primary school understand and implement early childhood physical development practices, based on the Revised National Curriculum Statement (RNCS) for Grade R. The research took place in the form of a case study at a private pre-primary school in Rivonia, Sandton. Data was collected by means of document analysis of the RNCS for Grade R, a focus group discussion with purposefully selected participants and observations within the school. Analysis of the data was twofold, firstly utilising taxonomic analysis based on Anita Harrow‟s (1972) taxonomy of psychomotor learning (which formed the theoretical framework for the study), and secondly by means of a thematic analysis of data. Results and findings indicate that participants attributed significant importance to physical development in early childhood as a building block for the development of further cognitive skills and academic achievement. Participants demonstrated an in-depth and extensive comprehension of physical development pertaining to early childhood and their understanding thereof is reflected in their teaching practices offering varying opportunities and ways in which to learn. The school takes a whole-school approach to physical development by incorporating it into different contexts and enlisting the assistance of various role-players. Emerging themesreflect concern with the impact of modern lifestyle on children's physical development, current inadequacies of physical education programmes in schools, the need for teachers to remain informed and educated in physical development and the need for further development of the physical development section of the Grade R RNCS. Participants had various concerns with the curriculum in terms of what they perceived as its non-specificity, the participative versus quality performance approach, the lack of age-appropriate norms, and perceived irregularities with other areas of the Grade R curriculum. As a result, participants seemingly relied to a lesser extent on the RNCS to inform their implementation of physical development practices, relying instead on other sources of guidance. Participants therefore felt that the physical development section of the Grade R RNCS does not provide sufficient guidance and information for newly qualified or inexperienced teachers, especially those who have limited access to resources. Subsequently, this study highlights the need for teacher training as a means of improving the status of school physical education, assistance with and dissemination of information regarding early physical development in educational psychology practice and the need for further research in early physical development and the RNCS. Educational Psychology unrestricted 2013-09-06T21:06:50Z 2011-06-15 2013-09-06T21:06:50Z 2011-04-12 2010 2011-06-09 Dissertation Perry, HM 2008, Implementation of the National Curriculum for physical development in the reception year, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/25386 > E11/272/gm http://hdl.handle.net/2263/25386 http://upetd.up.ac.za/thesis/available/etd-06092011-174441/ © 2010, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Reception year Physical education Physical development Outcomes-based education Harrow‟s taxonomy Early childhood Curriculum Grade r Revised UCTD Implementation of the National Curriculum for physical development in the reception year |
| title | Implementation of the National Curriculum for physical development in the reception year |
| title_full | Implementation of the National Curriculum for physical development in the reception year |
| title_fullStr | Implementation of the National Curriculum for physical development in the reception year |
| title_full_unstemmed | Implementation of the National Curriculum for physical development in the reception year |
| title_short | Implementation of the National Curriculum for physical development in the reception year |
| title_sort | implementation of the national curriculum for physical development in the reception year |
| topic | Reception year Physical education Physical development Outcomes-based education Harrow‟s taxonomy Early childhood Curriculum Grade r Revised UCTD |
| url | http://hdl.handle.net/2263/25386 http://upetd.up.ac.za/thesis/available/etd-06092011-174441/ |