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Teachers’ experiences of children’s participation rights in Grade One classrooms
Thesis (MEd)--Stellenbosch University, 2025.
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867614098214092800 |
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| access_status_str | Open Access |
| author | De Bruyn, Nikki |
| author2 | Bosman, Linda |
| author_browse | Bosman, Linda De Bruyn, Nikki |
| author_facet | Bosman, Linda De Bruyn, Nikki |
| author_sort | De Bruyn, Nikki |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132129 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:46:38.139Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/132129 Teachers’ experiences of children’s participation rights in Grade One classrooms De Bruyn, Nikki Bosman, Linda Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Education, Primary -- Social aspects Children's rights -- Study and teaching (Primary) Children -- Legal status, laws, etc. Active learning Classroom environment -- Social aspects Teacher-student relationships First grade (Education) Educational law and legislation Child development -- Education (Primary) UCTD Thesis (MEd)--Stellenbosch University, 2025. De Bruyn, N. 2025. Teachers’ Experiences of Children’s Participation Rights in Grade One Classrooms. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/df2d6cf3-f141-41f1-ac68-0ef7b868f279 ENGLISH ABSTRACT: This study explored teachers’ experiences of children’s participation rights in their Grade One classrooms. The aim was to investigate how South African teachers understand and support children’s participation rights, as outlined in legislation, and the spaces and strategies they create to enable children to exercise these rights within the classroom context. Additionally, it covered the challenges teachers face when involving children in decision-making processes, as well as the types of support they need to overcome these challenges effectively. Children’s participation rights are a well-researched phenomenon that has gained substantial traction in South African research in recent years. However, a discrepancy still exists between research and teachers’ awareness of these rights and, consequently, their implementation. Hart’s Ladder of Participation (Hart, 1992) and Lundy’s Voice Model (Lundy, 2007) were used as the conceptual framework. I used an interpretive, qualitative, multiple-case study approach to examine and understand the experiences of Grade One teachers regarding child participation. To select the six Grade One teachers as participants, I employed a combination of purposive and snowball sampling from three schools in the Western Province. Data collection methods included questionnaires, photovoice, photo-elicitation interview, a focus group, and notes from my research journal. Four themes emerged from the inductive thematic data analysis focused on the outcomes of teachers’ experiences regarding child participation. The four identified themes were consequently, Teachers’ Awareness of Child Participation Rights, Supporting Child Participation in Classroom Contexts, Perceived Benefits of Supporting Child Participation in Classroom Contexts, and lastly, Factors Influencing the Implementation of Child Participation. The study’s findings indicate teachers’ awareness of children's participation rights and related legislation, as well as how these rights are implemented in classroom settings. Additionally, the findings reveal the potential benefits that teachers perceive when children participate, along with the challenges they encounter in attempting to include children in participatory practices. The study has implications for teachers and teacher training institutions. AFRIKAANSE OPSOMMING: Hierdie studie het onderwysers se ervarings van kinders se deelname-regte in hul Graad Eenklaskamers ondersoek. Die doel was om te ondersoek hoe Suid-Afrikaanse onderwysers kinders se deelname-regte, soos uiteengesit in wetgewing, verstaan en ondersteun, asook die ruimtes en strategieë wat hulle skep om kinders in staat te stel om hierdie regte binne die klaskamerkonteks uit te oefen. Daarbenewens het die studie die uitdagings ondersoek wat onderwysers in die gesig staar wanneer hulle kinders by besluitnemingsprosesse betrek, sowel as die tipe ondersteuning wat hulle benodig om hierdie uitdagings effektief te oorkom. Kinders se deelname-regte is 'n goed nagevorste verskynsel wat die afgelope paar jaar aansienlike aandag in Suid-Afrikaanse navorsing geniet het. Daar bestaan egter steeds 'n gaping tussen navorsing en onderwysers se bewustheid van hierdie regte en, gevolglik, hul implementering daarvan. Hart se Leer van Deelname (Hart, 1992) en Lundy se Stemmodel (Lundy, 2007) is as die konseptuele raamwerk gebruik. Ek het 'n interpretatiewe, kwalitatiewe, veelvuldige gevallestudie-benadering gebruik om die ervarings van Graad Eenonderwysers rakende kinderdeelname te ondersoek en te verstaan. Om die ses Graad Eenonderwysers as deelnemers te kies, het ek 'n kombinasie van doelgerigte en sneeubalsteekproefneming gebruik by drie skole in die Wes-Kaap. Data-insamelingsmetodes het vraelyste, fotostem, foto-elisitasie onderhoud, 'n fokusgroep, en aantekeninge uit my navorsingsjoernaal ingesluit. Vier temas het na vore gekom uit die induktiewe tematiese data-analise wat gefokus het op die uitkomste van onderwysers se ervarings rakende kinderdeelname. Die vier geïdentifiseerde temas was gevolglik: Onderwysers se Bewustheid van Kinderdeelnameregte, Ondersteuning van Kinderdeelname in Klaskontekste, Waargenome Voordele van die Ondersteuning van Kinderdeelname in Klaskontekste, en laastens, Faktore wat die Implementering van Kinderdeelname beïnvloed.Die bevindings van die studie toon onderwysers se bewustheid van kinders se deelname-regte en verwante wetgewing, sowel as hoe hierdie regte in klaskamerinstellings geïmplementeer word. Daarbenewens onthul die bevindings die potensiële voordele wat onderwysers raaksien wanneer kinders deelneem, saam met die uitdagings wat hulle ondervind in pogings om kinders in deelnemende praktyke in te sluit. Die studie het implikasies vir onderwysers en onderwysersopleidingsinstansies. Masters 2025-05-27T07:59:48Z 2025-05-27T07:59:48Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132129 Stellenbosch University 152 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Education, Primary -- Social aspects Children's rights -- Study and teaching (Primary) Children -- Legal status, laws, etc. Active learning Classroom environment -- Social aspects Teacher-student relationships First grade (Education) Educational law and legislation Child development -- Education (Primary) UCTD De Bruyn, Nikki Teachers’ experiences of children’s participation rights in Grade One classrooms |
| title | Teachers’ experiences of children’s participation rights in Grade One classrooms |
| title_full | Teachers’ experiences of children’s participation rights in Grade One classrooms |
| title_fullStr | Teachers’ experiences of children’s participation rights in Grade One classrooms |
| title_full_unstemmed | Teachers’ experiences of children’s participation rights in Grade One classrooms |
| title_short | Teachers’ experiences of children’s participation rights in Grade One classrooms |
| title_sort | teachers experiences of children s participation rights in grade one classrooms |
| topic | Education, Primary -- Social aspects Children's rights -- Study and teaching (Primary) Children -- Legal status, laws, etc. Active learning Classroom environment -- Social aspects Teacher-student relationships First grade (Education) Educational law and legislation Child development -- Education (Primary) UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/132129 |
| work_keys_str_mv | AT debruynnikki teachersexperiencesofchildrensparticipationrightsingradeoneclassrooms |