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Teachers reporting on behavioural changes in young children since the COVID-19 pandemic
Thesis (MEdPsych)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2024
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| _version_ | 1867613975873585152 |
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| access_status_str | Open Access |
| author | Tintinger, Shiree |
| author2 | Moen, Melanie |
| author_browse | Moen, Melanie Tintinger, Shiree |
| author_facet | Moen, Melanie Tintinger, Shiree |
| author_sort | Tintinger, Shiree |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/130279 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:44:41.678Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/130279 Teachers reporting on behavioural changes in young children since the COVID-19 pandemic Tintinger, Shiree Moen, Melanie Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Primary school teachers Early childhood education Behavioral assessment of children COVID-19 Pandemic, 2020- UCTD Thesis (MEdPsych)--Stellenbosch University, 2024. ENGLISH ABSTRACT: The COVID-19 pandemic has been identified as a significant global challenge to all individuals in the 21st century. During the pandemic, households worldwide had to go into lockdown to prevent the spread of the COVID-19 virus. Although the lockdown was implemented to protect individuals, it has resulted in immense negative consequences for both adults and children. The introduction to online schooling was introduced during the COVID-19 pandemic. It was a very challenging time for children and educators, specifically in South Africa, as the COVID-19 pandemic amplified that educators were not trained to conduct online lessons. The high cost of devices, electricity and data contributed towards these challenges. Many studies around the world have explored the negative side effects in adults; however, limited research has been conducted on the negative side effects in children since the COVID-19 pandemic. Therefore, this study was conducted to determine the behavioural changes teachers observed after the Covid-19 pandemic. An exploratory qualitative research design within an interpretive paradigm was utilised in this study. The theoretical framework that was used to support the study was Bronfenbrenner’s Bio-ecological theory, which is a systems approach to human interaction. Bronfenbrenner believed that individuals have proximal processes that influence their development. This theoretical framework supported this study as it provided explanations for how the COVID-19 pandemic impacted individuals in different systems. Purposive sampling was used to select the eight participants of the study. The participants were from three different schools and had to be Foundation Phase teachers with experience working with young children before and after the COVID-19 pandemic. Two data collection strategies were employed: a self-report questionnaire and semi-structured interviews. The self-report questionnaire was used to get an indication of specific behavioural changes and the severity of these changes observed by the eight participants. The data were analysed through thematic analysis. The findings from the study indicated internal and external behavioural changes in young children since the COVID-19 pandemic. The participants indicated internal problems such as anxiety and attention problems in young children. External changes in young children included limited social skills and increased disruptive behaviour. Strategies to support young children with behavioural changes were suggested, which related to having a caring approach with learners, opportunities for continuous professional development for teachers, the appointment of intervention teachers and management teams providing support to teachers by having an open-door policy and providing advice on how to support these young children. Lastly, it is suggested that the Department of Education must ensure that the necessary support services such as a school counsellor, psychologist, occupational therapist and speech therapist are available at schools to assist the school with young children who are experiencing behavioural changes. AFRIKAANSE OPSOMMING: Die COVID-19-pandemie is geïdentifiseer as die grootste bedreiging vir individue in die 21ste eeu. Huishoudings wêreldwyd moes in inperkings gaan om die verspreiding van die COVID-19-virus te voorkom. Hoewel die inperkings ingestel is om individue te beskerm, het dit geweldige gevolge vir volwassenes en kinders tot gevolg gehad. Baie studies regoor die wêreld het die negatiewe newe-effekte by volwassenes ondersoek, maar baie min navorsing is gedoen oor die negatiewe newe-effekte by kinders sedert die COVID-19-pandemie. Daarom handel hierdie studie oor onderwysers wat verslag doen oor gedragsveranderinge by jong kinders sedert die COVID-19-pandemie. Daar is gebruik gemaak van 'n kwalitatiewe navorsingsontwerp binne 'n interpretatiewe paradigma. Die teoretiese raamwerk wat gebruik is om die studie te ondersteun, was die Bronfenbrenner se Bio-ekologiese teorie wat verduidelik dat daar verskillende stelsels is wat mekaar beïnvloed. Hy glo ook dat individue proksimale prosesse het wat hul ontwikkeling kan beïnvloed. Hierdie teoretiese raamwerk ondersteun hierdie studie, aangesien dit verduidelikings bied vir hoe die COVID-19-pandemie individue in al die verskillende stelsels beïnvloed het. Doelgerigte steekproefneming is gebruik om die agt deelnemers te kies. Die deelnemers was van drie verskillende skole en moes 'n Grondslagfase-onderwyser wees met 'n minimum van sekere hoeveelheid onderrigervaring. Twee metodes van data-insameling was vir hierdie studie gebruik, wat semi-gestruktureerde onderhoude was en 'n opname wat ingevul was. Data-insameling is deur tematiese ontleding gedoen. Die bevindinge van die data-ontledingsproses het aangedui dat daar interne en eksterne gedragsveranderinge by jong kinders sedert die COVID-19-pandemie is. Die interne veranderinge by jong kinders is dat hulle angsvlakke verhoog het en dat hulle aandagprobleme het. Eksterne veranderinge by jong kinders sedert die COVID-19-pandemie sluit beperkte sosiale vaardighede en verhoogde ontwrigtende gedrag in. Strategieë om die jong kinders met gedragsveranderinge te ondersteun, bestaan uit onderwysers wat 'n omgeebenadering het, onderwysers wat relevante en deurlopende professionele ontwikkeling volg, die aanstelling van intervensie-onderwysers en die skep van ondersteunende verhoudings met die skoolbestuurspan. Laastens moet die Departement van Onderwys verseker dat die nodige ondersteuningsdienste by skole beskikbaar is om die skool te help met die ondersteuning van die jong kinders wat gedragsveranderinge ervaar. Masters 2024-02-28T08:42:18Z 2024-04-26T11:49:37Z 2024-02-28T08:42:18Z 2024-04-26T11:49:37Z 2024-03 Thesis https://scholar.sun.ac.za/handle/10019.1/130279 en Stellenbosch University xi, 108 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Primary school teachers Early childhood education Behavioral assessment of children COVID-19 Pandemic, 2020- UCTD Tintinger, Shiree Teachers reporting on behavioural changes in young children since the COVID-19 pandemic |
| title | Teachers reporting on behavioural changes in young children since the COVID-19 pandemic |
| title_full | Teachers reporting on behavioural changes in young children since the COVID-19 pandemic |
| title_fullStr | Teachers reporting on behavioural changes in young children since the COVID-19 pandemic |
| title_full_unstemmed | Teachers reporting on behavioural changes in young children since the COVID-19 pandemic |
| title_short | Teachers reporting on behavioural changes in young children since the COVID-19 pandemic |
| title_sort | teachers reporting on behavioural changes in young children since the covid 19 pandemic |
| topic | Primary school teachers Early childhood education Behavioral assessment of children COVID-19 Pandemic, 2020- UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/130279 |
| work_keys_str_mv | AT tintingershiree teachersreportingonbehaviouralchangesinyoungchildrensincethecovid19pandemic |