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Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools
Dissertation (MEd (Early Childhood Development))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613674738286592 |
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| access_status_str | Open Access |
| author2 | Bipath, Keshni |
| author_browse | Bipath, Keshni |
| author_facet | Bipath, Keshni |
| collection | Thesis |
| dc_rights_str_mv | © 2023 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 (Early Childhood Development))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/97294 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:54.561Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| 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:2263/97294 Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools Bipath, Keshni u16101708@tuks.co.za Roopsingh, Tamika UCTD Sustainable Development Goals (SDGs) ECD teacher Toddler Reciprocal and responsive relationships Teacher practices Sensitivity Stimulation Autonomy Indoor and outdoor classroom environment SDG-04: Quality education Education theses SDG-04 Dissertation (MEd (Early Childhood Development))--University of Pretoria, 2024. In the 21st century, preschools (also known as ECD centres in my dissertation) have taken on a heightened responsibility to ensure that young children from birth to four years old receive quality learning. The relationship between the teacher and the toddler plays a pivotal role in effective learning and development. Teacher-child relationships are identified by two elements, namely, reciprocity and responsiveness. The purpose of this study was to explore the reciprocal and responsive relationships between teachers and toddlers in Dibber preschools in South Africa. This study was guided by a conceptual framework that integrates Maslow’s hierarchy of needs, Bertram, Pascal and Saunders’ sensitivity, stimulation, and autonomy theory, Vygotsky’s sociocultural theory, specifically scaffolding as well as the sense of belonging theory. This study adopted convenience and purposive sampling to generate data from three ECD teachers and six toddlers. It made use of a qualitative research methodology and I implemented a case study research design. Data was generated using semi-structured interviews and observations. The findings revealed that effective approaches to practising sensitivity, stimulation and autonomy may enable toddlers to learn and develop more effectively as they will have the love and support they need to make use of all the learning opportunities that the teachers provide. Many ECD teachers’ seldomly practice effective reciprocal and responsive relationships, thus this study played a significant role in addressing how ECD teachers can adapt their teaching practices to ensure effective reciprocal and responsive relationships are induced. Additionally, the findings are important as they will generate good practices that other ECD teachers can utilise to create and maintain effective reciprocal and responsive relationships within their classroom environment. Early Childhood Education MEd (Early Childhood Development) Unrestricted Faculty of Education SDG-04: Quality education 2024-07-29T12:56:43Z 2024-07-29T12:56:43Z 2024-09-06 2024-06-01 Dissertation * S2024 http://hdl.handle.net/2263/97294 10.25403/UPresearchdata.26391208 en © 2023 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 Sustainable Development Goals (SDGs) ECD teacher Toddler Reciprocal and responsive relationships Teacher practices Sensitivity Stimulation Autonomy Indoor and outdoor classroom environment SDG-04: Quality education Education theses SDG-04 Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools |
| title | Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools |
| title_full | Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools |
| title_fullStr | Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools |
| title_full_unstemmed | Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools |
| title_short | Reciprocal and responsive relationships between teachers and toddlers in Dibber Preschools |
| title_sort | reciprocal and responsive relationships between teachers and toddlers in dibber preschools |
| topic | UCTD Sustainable Development Goals (SDGs) ECD teacher Toddler Reciprocal and responsive relationships Teacher practices Sensitivity Stimulation Autonomy Indoor and outdoor classroom environment SDG-04: Quality education Education theses SDG-04 |
| url | http://hdl.handle.net/2263/97294 |