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Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers
Dissertation (MEd)--University of Pretoria, 2016.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613610935582720 |
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| access_status_str | Open Access |
| author2 | Mampane, Motlalepule Ruth |
| author_browse | Mampane, Motlalepule Ruth |
| author_facet | Mampane, Motlalepule Ruth |
| collection | Thesis |
| dc_rights_str_mv | © 2017 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, 2016. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/60959 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:53.515Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| 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:2263/60959 Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers Mampane, Motlalepule Ruth saessop@gmail.com Sefotho, Maximus Monaheng Omidire, Margaret Funke Ayob, Sameera UCTD Literacy Movement Preschool learners Physical activity Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2016. In this study, the experiences of six-year-old preschool learners in a structured movement educational assessment activity are explored. This qualitative study focused on the role of structured movement educational assessment activities in preschool learners, and assessed the way in which movement as a medium in a structured movement educational assessment activity supports learners understanding of numeracy and literacy concepts. A case study design was utilised to gather information about the experiences of the preschool learners during the activities, as well as the class teacher who facilitated the sessions. Data was collected by means of semi-structured interview, non-participant observations, a research journal, observation sheets, reflection notes, document analysis (worksheets of learners) and visual data (photographs). Thematic data analysis was applied to the gathered data, and various themes and sub-themes were identified. These were confirmed by the participants before the completion of the study. The study adhered to the norms, values and principles of qualitative research, which entailed dealing professionally with aspects related to the different modalities of data. Further principles, namely that of informed consent, confidentiality, protection from harm, trustworthiness and anonymity, privacy and empowerment, caring and fairness were also adhered to (McMillan, & Schumacher, 2010). This study found that the value of structured movement educational assessment activities strongly create positive outcomes associated with preschool learners in terms of their social and cognitive development. Furthermore, when preschool learners are physically involved in movement activities, they engage in tasks of listening, seeing, and doing, and practical application of concepts of numeracy and literacy. The finding further suggests that the value of assessing the preschool learners qualitatively during practical activities seemed favourable, as underlying conceptual knowledge of numeracy and literacy difficulties, as well as poor motor skill acquisition, were identified during the structured movement activities. es2026 Educational Psychology MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2017-06-08T13:07:04Z 2017-06-08T13:07:04Z 2017-04-25 2016 Dissertation Ayob, S 2016, Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/60959> A2017 http://hdl.handle.net/2263/60959 en © 2017 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 | UCTD Literacy Movement Preschool learners Physical activity Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| title | Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| title_full | Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| title_fullStr | Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| title_full_unstemmed | Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| title_short | Using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| title_sort | using structured movement educational activities to teach numeracy and literacy concepts to preschoolers |
| topic | UCTD Literacy Movement Preschool learners Physical activity Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/60959 |