The central aim ofthis article is to investigate the impactofHIV I AIDS upon the social and educational development of orphans of AIDS in child-headed households in the rural areas of Kwa-Zulu Natal, South Africa. The study explores, describes and interprets the phenomenon of HIV I AIDS within the context of the participants' perspectives of their life-world. The research abides by a qualitative methodology and an interpretive approach since the adolescents have been studied in their natural settings of their homes. Findings of the study have revealed that HIV I AIDS has a definitive negative impact on the social and educational development of adolescents orphaned by AIDS in child-headed households. These adolescents are forced to abandon their schooling either temporarily or permanently because they have to take care of ailing parents and assume adult responsibilities in their homes. Further inhibiting factors on these adolescents' development are generated by abject poverty, the lack parental, social and educational support and social discrimination. The article analyzes and describes how the above-mentioned problems influence these AIDS-affected adolescents cognitively, emotionally, morally, socially and connotatively.
A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement -CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.
<p><span>This qualitative study makes recommendations to help teachers understand how an outdoor learning environment could be designed and used to enrich perceptual development through sensory and motor stimulation for the Grade R learner. This was done by establishing design principles that create better teaching and learning environments from the perspective of Grade R educators in the South African context. Three purposively selected case studies (preschools) enabled the collection of data using collection methods such as photos, video clips, interviews and observations. Content analysis was conducted and four themes emerged: contradictory perspectives on outdoor learning environments, outdoor play is valuable, creating the ideal outdoor learning environment and increased deficiency of sensory and motor development among Grade R learners. Findings of the study aid educators and other professionals to create a valuable outdoor learning environment for sensory and motor stimulation of Grade R learners.</span></p>
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.