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Parent and teacher perceptions of communication and language development of toddlers
Dissertation (MEd (Early Childhood Education))--University of Pretoria, 2019.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613501369876480 |
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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 | © 2021 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 Education))--University of Pretoria, 2019. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/97577 |
| institution | University of Pretoria (South Africa) |
| language | English |
| 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 | 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:2263/97577 Parent and teacher perceptions of communication and language development of toddlers Bipath, Keshni Suleman, Shezeen UCTD Communication Early childhood Language development Toddler Dissertation (MEd (Early Childhood Education))--University of Pretoria, 2019. Early childhood development is a crucial factor in determining the later successes in a toddler’s life. The active involvement of parents and teachers provide toddlers with the support and confidence to use language effectively early in their lives, which strengthens future development and communicative skills. In reality, parents and teachers often neglect opportunities to provide the support that toddlers rely on for their cognitive growth. Toddlers exposed to risk conditions – such as a lack of adult knowledge, education and stimulation – are likely to experience a language delay. Other influential factors include the levels of adults' education and families' socio-economic statuses. Six cases (toddlers) comprised the study's focal centre and were observed in their learning environments by the researcher. The parents and teachers of these toddlers captured photographs and agreed to be interviewed to share their perceptions of toddlers' developmental prowess. Thematic analysis of the obtained data enabled the formulation of themes and subthemes that were instrumental to the research questions and subsequent findings. Conclusions were based on similarities and differences with existing literature and data. The study participants – six parents of the toddlers (study cases) and three teachers at ECD centres – were aware that they are the toddlers' primary guides of communication and language development, and that they need to continually support and stimulate their toddlers to ensure progress. Although some participants' teaching styles and views differed from others, each displayed abilities to nurture their children's innate yearning to learn about languages and communication. The study finds that toddlers benefit most when they are in the company of responsive adults who encourage them to learn new words and sentences in a variety of stimulating and joyful ways. It is vital too that parents and teachers have access to information that relates to effective ways of supporting children in their quest to become capable communicators. dzm2026 Early Childhood Education MEd (Early Childhood Education) Unrestricted Faculty of Education SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2024-08-12T14:08:23Z 2024-08-12T14:08:23Z 2020-05 2019-08 Dissertation * A2020 http://hdl.handle.net/2263/97577 en © 2021 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 Communication Early childhood Language development Toddler Parent and teacher perceptions of communication and language development of toddlers |
| title | Parent and teacher perceptions of communication and language development of toddlers |
| title_full | Parent and teacher perceptions of communication and language development of toddlers |
| title_fullStr | Parent and teacher perceptions of communication and language development of toddlers |
| title_full_unstemmed | Parent and teacher perceptions of communication and language development of toddlers |
| title_short | Parent and teacher perceptions of communication and language development of toddlers |
| title_sort | parent and teacher perceptions of communication and language development of toddlers |
| topic | UCTD Communication Early childhood Language development Toddler |
| url | http://hdl.handle.net/2263/97577 |