Academic literature on the topic 'Grade R learner'
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Journal articles on the topic "Grade R learner"
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Nel, Anca, Ina Joubert, and Cycil Hartell. "Teachers’ perceptions on the design and use of an outdoor learning environment for sensory and motor stimulation." South African Journal of Childhood Education 7, no. 1 (2017): 11. http://dx.doi.org/10.4102/sajce.v7i1.482.
Full textAbstract:
<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>
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Zimmerman, Tekeisha Denise. "Exploring learner to content interaction as a success factor in online courses." International Review of Research in Open and Distributed Learning 13, no. 4 (2012): 152. http://dx.doi.org/10.19173/irrodl.v13i4.1302.
Full textAbstract:
<p>Interaction plays a critical role in the learning process. For online course participants, interaction with the course content (learner-content interaction) is especially important because it can contribute to successful learning outcomes and course completion. This study aims to examine the relationship between learner-content interaction and course grade to determine if this interaction type is a contributing success factor. Data related to student interaction with course content, including time spent reviewing online course materials, such as module PowerPoint presentations and course videos and time spent completing weekly quizzes, were collected for students in three sections of an online course (<em>N </em>= 139). The data were then correlated against grades achieved in the course to determine if there was any relationship. Findings indicate statistically significant relationships between the amount of time the learner spent with the content and weekly quiz grades (<em>r </em>= .-72). The study concludes that learners who spent more time interacting with course content achieve higher grades than those who spent less time with the content.<br /><br /></p>
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Delport, Aletta, and Erna Cloete. "Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry." South African Journal of Childhood Education 5, no. 1 (2015): 21. http://dx.doi.org/10.4102/sajce.v5i1.351.
Full textAbstract:
The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R) teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR) approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-)equipped, (un)confident, (in)competent and (in)dependent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement, such as PALAR.
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Ndlovu, Blanche Ntombizodwa, and Dumsani Wilfred Mncube. "Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 185–98. http://dx.doi.org/10.26803/ijlter.20.1.10.
Full textAbstract:
This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.
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Ria Adisti, Aprilian. "Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)." Register Journal 9, no. 2 (2016): 137. http://dx.doi.org/10.18326/rgt.v9i2.137-150.
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This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material.
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Ria Adisti, Aprilian. "Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)." Register Journal 9, no. 2 (2016): 137. http://dx.doi.org/10.18326/rgt.v9i2.698.
Full textAbstract:
This study aims at explaining the interactive materials that were needed in Teaching English to Young Learner, creating an English computer game into an interactive material, and examining the effective of the implementation of an English computer game as an interactive material in Teaching English to Young Learner to the first-grade students of elementary school. The study used Research and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall (1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade students, (2) writing the course grid such as lesson plan and map of interactive material, (3) developing preliminary form of English computer game, (4) preliminary field testing by English teacher, English learning expert, and ICT learning expert, (5) revising the English computer game, (6) trying out, and (7) writing the final draft of the use of English computer game for Teaching English to Young Learners. The result of the study showed that students got better achievement in learning English. It could be seen from the result between pre-test and post-test using t-test formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the interview which concluded that students liked learning English through this interactive material.
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Waiswa, Helen C. A., Peter K. Baguma, and Joseph Oonyu. "Interpersonal Relations and Achievement among University Upgrading (Grade V) Teacher Students." International Journal of Education and Literacy Studies 8, no. 4 (2020): 40. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.40.
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Interpersonal relations refer to an intelligence and competence that enable the establishment and maintenance of mutually satisfying relationships with a variety of people across diverse situations. Academic achievement refers to satisfactory learner performance as shown by grades attained in course-work, tests, continuous assessment and end-of-semester examinations. The study interrogated the relationship between interpersonal relations (IR) and academic achievement (AA) among university upgrading (Grade V) teacher students in Ugandan universities. Using a quantitative sample of 473 and a qualitative sample of 75 upgrading Grade V teacher-students from Makerere University and Uganda Christian University (UCU), a cross-sectional survey and interview were carried out. The results showed that IR was positively and significantly related to subjective AA (r = .23, p < .001). However, it was not significantly related to objective AA – CGPA (r = .04, p > .05) thus, supporting the hypothesis: There is a positive relationship between IR and AA among university upgrading teacher-students. Qualitative findings showed that team spirit, group work and collegial relations were important aspects of IR. In conclusion, the study stressed collaborative approaches to IR as useful in the 21st century. As a contribution to policy and practice, the study recommends that: for better AA, teacher-students need to have a holistic curriculum to train on IR. Knowledge of negative and positive perceptions of IR are critical for the furtherance of both individual and collaborative functions in teaching, learning, training, and research.
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Suardiyasa, Komang Gede. "Developing Guessing Game for Teaching Vocabulary to the Fifth Grade Students of SD Negeri 5 Kubutambahan." Journal of Psychology and Instructions 1, no. 2 (2017): 64. http://dx.doi.org/10.23887/jpai.v1i2.10361.
Full textAbstract:
This present study was a research and development (R&D) which concerned in; identifying the kinds of vocabulary were appropriate to be developed as Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan, analyzing the quality of the developed Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan. This study followed the R&D design proposed by Dick and Carey (2005). This design involves: need analysis, instructional analysis, learner and learning environment, performance objectives, assessment rubric, story board, design and develop, formative evaluation, revision and final product. The subjects of the study were students of fifth grade and the teacher of SD Negeri 5 Kubutambahan. the data were collected through observation, questionnaire, interview, document review and expert judgment. The result of the study shows that: (1) there were four guessing games have been developed with four different themes which were aimed to be used as a media for teaching vocabulary to the first semester of 5th grade students. Those guessing game were designed based on the criteria of English syllabus of school based curriculum for the first semester of 5th grade students and also based on criteria of educational app by Lee & Cherner (2015). The final of the guessing game were presented into CD and a manual guide book for teacher. (2) the overall quality of the developed guessing game from the judgment of experts was categorized as excellent (2.73).
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Amanah, Laras Tazkiatul, Rizki Noviana, Rodatus Sofiah, and Muhamad Chamdani. "THE CORRELATION OF READING INTEREST TO LEARNING OUTCOMES IN INDONESIAN LEARNER IN CLASS 5 of SDN 2 KARANG TANJUNG." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (2019): 248. http://dx.doi.org/10.20961/shes.v1i2.26874.
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<em>Reading interest is main factor to increase quality of student. The study activities in the school, highly reading interest of student is a something hoped for all people. This study aimed to determine the correlation of reading interest to learning outcomes in Indonesian language. This research focused in a something impact of reading interest to learning outcomes. The method used is descriptive method with technic questionnaire, observation, and interview. Research sample were students of class 5 numbering 20 people. Students read well fall into the category with a percentage 78,86 % while the study result in the category fairly with the average value of 58,9. Based on the correlation test with significance level α = 5% concluded there is a correlation between reading interest by learning outcomes in learning Indonesian fifth grade students of State Elementary School 2 Karang Tanjung with r table ≥ r count or 0.444 ≥ 0.029.</em>
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Ula, Iin Rahmatul, and Abi Fadila. "Pengembangan E-Modul Berbasis Learning Content Development System Pokok Bahasan Pola Bilangan SMP." Desimal: Jurnal Matematika 1, no. 2 (2018): 201. http://dx.doi.org/10.24042/djm.v1i2.2563.
Full textAbstract:
This study aims to produce instructional materials in the form of electronic module based learning content development system on the matter of pattern number. This research method is Research and Development (R & D) based on ADDIE model. Assessment of material experts on the learning media is included in the category of "Valid" with an average value of 3.46. The media expert's assessment of this e-module is included in the "Valid" category with an average grade of 3.66. The linguist's assessment of this medium is included in the "Valid" category with an average grade of 3.6. In a small-scale trial followed by 10 students of class VII obtained an average score of 3.65 based on the results of a response questionnaire that has been filled by the learner, this result puts the e-module on the criteria "Very Interesting". In large-scale field trials followed by 30 students, the average score of attractiveness obtained was 3.55 on the criteria "Very interesting".
Dissertations / Theses on the topic "Grade R learner"
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Coetzee, Jani. "Exploring the influence of pet assisted activities on aggressive behaviour amongs grade R learners." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71715.
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Thesis (MEd)--Stellenbosch University, 2012.<br>Bibliography<br>ENGLISH ABSTRACT: As a grade R teacher in South Africa, the researcher was disturbed by the extent of aggressive behaviour amongst children (aged 4 years to 6 years). Other teachers involved with the same class were of the opinion that the aggressive behaviour had a detrimental effect on their instructional time and motivation. Schools, teachers and other support personnel of staff have developed many cognitive and social support programmes to encourage positive behaviour, including reducing aggressiveness. Some programmes are in individual format and others in group format. However, the problem with these types of support programmes is that they are hard to come by due to cost and lack of knowledge among personnel. A child's full development is influenced negatively when in a negative atmosphere or situation (which includes abuse, aggression or discouragement). During 2011, the researcher took her dog to visit her class informally. It started when the class was having a discussion on pets and the researcher wanted to show the class how to groom and take care of a pet dog. The school’s staff and the researcher noticed a calmer and friendlier atmosphere amongst the children after the visits. This positive experience led to reading related literature and the researcher found substantial recent literature that increased her interest in the subject. The literature review suggested that the positive effects of animals in classrooms and on children should be explored and shared with teachers and schools, hence this study. The question arose whether this method could possibly provide the type of support South African children need to become caring, empathic and understanding of the world around them and each other. This research study was undertaken to explore the influence of the visits of a dog on the learners’ aggressive behaviour and teachers' opinions, which were of great value.
This qualitative study took place within an interpretive paradigm. A case study design was used, as the focus was on an in-depth explanation of how a dog influenced the aggressive behaviour in the grade R class as a single bounded system. The study took place over a period of eight successive weeks. The data collection methods employed were questionnaires to gather biographical data, individual semi-structured interviews and observation during free play. Data were analysed by means of content analysis.
Research findings indicated a positive influence on the learners' aggressive behaviour after eight weeks of the P.A.T. (Pet Assisted Therapy) dog visits. Positive behaviour in general was also witnessed and, most importantly, the participating teachers were of the opinion that the class was easier to manage and more time could be spent on instruction. The participating teachers provided different perspectives as they were involved in the class in different ways. However, the conclusion was that the positive influence of PAA on the learners' aggressive behaviour was mainly due to how some individual learners were influenced, which changed the interaction among all the learners. It is recommended that further studies be done on the time available to teachers to address aggressive behaviour to achieve a long-term result compared to just solving the problem at the occurrence of aggressive behaviour, and how PAA influences the learners in their other microsystems as well.<br>AFRIKAANSE OPSOMMING: Die navorser, 'n graad R opvoeder, vind die intensiteit en die hoeveelheid van aggressiewe gedrag onder graad R leerders kommerwekkend. Ander onderwysers betrokke by dieselfde klas se opinie was dat die aggressiewe gedrag onder die leerders 'n uiters negatiewe impak op die opvoeding van die leerders het. Verskeie kognitiewe en sosiale ondersteunings- programme vir die aanmoediging van positiewe gedrag in die klaskamer is reeds deur opvoeders, skole en ondersteunende personeel ontwikkel. Die navorser is egter van mening dat die finansiële omstandighede van verskeie skole en die kennis van die onderwysers wat moontlik die strategieë moet implementeer, die gebruik van sulke programme beperk . Leerders wat in negatiewe opvoedingsomstandighede (wat misbruik, aggressiwiteit of ontmoediging insluit) geplaas is, word negatief beïnvloed. Die navorser het gedurende 2011 haar eie hond skool toe geneem om by die weeklikse tema oor 'diere' aan te sluit. Die doel was om aspekte van hoe 'n mens na jou hond omsien met die leerders te bespreek. Die skoolpersoneel en die navorser (as opvoeder) het opgelet dat 'n kalmer atmosfeer onder die leerders geheers het nadat die navorser se troeteldier die klas besoek het. Dit het daartoe gelei dat die navorser leeswerk oor die onderwerp onderneem het. Vele onlangse bevindinge wat die onderwerp nog meer interessant gemaak het, is opgespoor. Een van die klasse in die betrokke skool het aggressiewe gedrag onder die leerders ervaar wat die onderwyser se motivering om te onderrig negatief beïnvloed het. Dit het gelei tot die gevallestudie wat die gebruik van 'n hond in die klaskamer as 'n moontlike metode om Suid-Afrikaanse kinders te motiveer om ‘n gevoel van omgee, empatie en begrip van die wêreld om hulle en ander te ontwikkel. Die navorsing het die moontlike invloed van gestruktureerde besoeke deur 'n hond op die gevallestudieklas ondersoek. Omdat die aggressiewe gedrag ook deur die onderwysers ondervind word en dit hul opvoedingstaak affekteer, was hulle opinies van groot belang.
Die kwalitatiewe studie is onder die interpretatiewe paradigma onderneem. 'n Gevallestudieformaat is gebruik en was daarop gerig om die invloed van die hond op die leerders se aggressiewe gedrag grondig te verstaan. Die studie het oor 'n tydperk van agt opeenvolgende weke plaasgevind. Kwalitatiewe navorsingsmetodologie is gebruik. Dit het ’n doelbewuste streekproef van deelnemers, vraelyste vir biografiese data, individuele semi-gestruktureerde onderhoude, observasies om die informasie wat uit die onderhoude verkry is, te ondersteun en inhoudsanalise vir die ontleding van die data (veldwerknotas) omvat. Die navorsingsbevindinge het ‘n afname in aggressiewe gedrag onder die leerders na die agt weke van die intervensie (hond se besoeke) getoon. Algemene positiewe gedrag is waargeneem en die belangrikste bevinding was dat die deelnemende onderwysers van mening was dat die klas meer hanteerbaar was en meer tyd tot hul beskikking vir die opvoeding van leerders toegelaat het. Die onderwysers kon verskeie perspektiewe uitlig aangesien elk op 'n ander manier by die klas betrokke was. Daar was 'n duidelike kommentaar dat PAA 'n invloed op individuele leerders uitgeoefen het en dit het die interaksie onder die leerders in die klas beïnvloed. Die navorser stel voor dat verdere studies onderneem word om te bepaal hoeveel tyd onderwysers benodig om 'n langdurige positiewe effek op leerders se aggressiewe gedrag te bewerkstellig, eerder as om telkens wanneer ‘n probleem opduik ‘n oplossing te vind wat moontlik nie op die lang duur effektief sal wees nie. Verder kan ondersoek ingestel word na hoe PAA die leerders se gedrag buite die klas beïnvloed.
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Kolokoto, Mamotsekua Gladys. "The role of school management in promoting healthy learning environments for Grade R learners / Mamotsekua Gladys Kolokoto." Thesis, North West University, 2014. http://hdl.handle.net/10394/13150.
Full textAbstract:
The main aim of this study was to investigate the role of school management in
promoting healthy school environments for Grade R learners in the Sedibeng West
District. A literature review revealed that there are two types of health programmes:
those that support the curriculum and those that are part of the curriculum. School
managers have to focus on both in their efforts to promote health in schools. South
African schools adapted a Whole School Approach in creating and sustaining
healthy environments. Whole School Approach includes the development of health
policies, health education, community, learner, teacher involvement, nutrition and
prevention of communicable diseases. A qualitative research approach was used and data was generated by means of interviews, documents, photographs and narratives. Four research sites were purposefully selected and four principals, three Heads of Departments for Foundation Phase, four health coordinators and four Grade R practitioners participated in this research. Only one of the research sites had a School Based Health Centre. The study revealed that curriculum-based health programmes including physical education, physical activities and health education were effectively implemented although they were not effectively monitored and evaluated. Health programmes supporting the curriculum include nutrition, first aid and health services. Both health services and nutrition were effectively implemented and monitored whilst there were serious problems with first aid. Practitioners were not trained for first aid, in the three schools where first aid kits were available were not checked therefore not replenished. In one school there was no first aid kit, thus, there was not much focus on precautionary measures in the participating school. There was therefore, no strategies in place for the management of health programmes that support the curriculum.<br>MEd (Education Management), North-West University, Vaal Triangle Campus, 2014
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Mbengashe, Nosipho Theodora. "The impact of unemployment on grade R learners in Stephen Mazungula primary school in the Nelson Mandela Metropole." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/12560.
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The biggest problems facing South Africa is high rate of poverty. There are many reasons behind the high levels of poverty, and one of them is unemployment rate. Poverty is felt by particular groups, especially pro poor. Researchers brought to our attention that there is a link between poverty, children health and their school performance. According to the Millennium development goals, eradication of poverty, achieve primary education, empower women, and reduce mortality rate link together. For these goals to be achieved, full responsibility of women as life carriers should be taken into consideration as role players in upbringing children lives. Women health should be catered for better health as they are linked to the unborn and also born babies. In order to learn effectively and successfully one must be in good health. Children raised in poverty are subject to health problems, and at times suffer grave consequences because of some nutrients deficit in their bodies. The descriptive study investigated the impact of unemployment on Grade R learners in Stephen Mazungula Primary School in Nelson Mandela Bay Metropole. To understand the problems faced by learners and make recommendations. The study made use of sources like documents, government laws and policies, books, journals, newspaper articles and internet to promote the best interest of a child.
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Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.
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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediation<br>PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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Erasmus, Myrtle. "Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle Erasmus." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8458.
Full textAbstract:
The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners.<br>Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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Botha, Mariette. "Die effek van twee gedeelde voorlees metodes op die drukbewustheid van 'n groep graad R-leerders." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2375.
Full textAbstract:
Thesis (MSL and HT (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy))--Stellenbosch University, 2008.<br>The study investigated the effect of two shared reading programmes on the print awareness of 102 Afrikaans-speaking Grade R learners with language delays. The first shared reading programme focussed on print awareness while the second shared reading programme focussed on content and observable entities. Participants’ print awareness was measured subjectively and objectively, before and after intervention programmes. Results indicated that (i) both methods of shared reading affected and improved the print awareness of the participants; (ii) the participants’ print awareness did not improve optimally in order to acquire reading skills in Grade 1, even after taking part in the 10 week shared reading programme with a focus on print awareness; (iii) participants performed better in an evaluation where demonstration of skills and no verbal response was required; and (iv) participants with poor receptive vocabulary skills demonstrated limited carry-over of print awareness to other artefacts of print, such as the packaging of an iron.
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de, Jager Petronella Susanna. "A case study on the impact of sensory processing difficulties on the learning and development of two Asperger's syndrome learners in grade R." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1938.
Full textAbstract:
Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009<br>The purpose of this study was to explore the impact that sensory processing had on the
learning and development of two Grade R learners that experience Asperger's Syndrome.
The present study is grounded in theories originating from the works of Piaget (1973 &
1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The
informal, flexible education experienced in Grade R classes reflects both the OBE
curriculum and inclusive education systems found in South Africa. The main medium of
learning is through sensory experiences, therefore it was necessary to research how two
AS learners would learn and develop and explore their world through their senses.
This research approach was purely qualitative. Multi-methods of data collection,
particularly interviews and observations were used. The sample size was two independent
case studies, using learners aged between five and seven, who had been clinically
diagnosed with Asperger's Syndrome (AS). The two AS learners both attended
mainstream Grade R classes and both had facilitators.
The findings of the study answer the key research question: “What is the impact of sensory
processing difficulties on the learning and development of two learners experiencing
Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing
had on the learning and development of learners experiencing AS. The learners had
difficulty learning new skills and concepts. Although they were both bright learners, they
were perceived as underachievers. Identifying these sensory difficulties and creating
awareness among educators, can have a positive impact on these learners' adaptability in
a mainstream school environment.
This study recommends that early intervention with AS learners is vital for their future
learning and development. The interpretation of body language and social skills of normal
learners needs to be taught to learners with AS so they can begin to socialise with other
learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good
practices should be shared with educators and caregivers, so that they can focus on the
AS learners' strengths and positive character traits. The multi-disciplinary team need to
work together to offer support to these learners assisting them to develop to their full
potential
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Olivier, Johanna M. "Investigating literacy development among learners with a second language as medium of education : the effects of an emergent literacy stimulation program in Grade R." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1238.
Full textAbstract:
Thesis (DPhil (General Linguistics))—University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: Addressing the low literacy rates in South Africa poses a mountainous challenge.
However, identifying children at risk for reading difficulties and providing timely
and preventative intervention might be a good starting point to addressing this
challenge. This study aimed at making a contribution to the existing body of
literature on emergent literacy skills of learners who are educated in a second or
additional language. The study investigated English Language Learners’ (ELLs)
emergent literacy skills prior to entering Grade 1 and evaluated the effectiveness of
an evidence-based stimulation program in the South African context.
The main research question this study attempted to answer was: “What is the effect
of a stimulation program for emergent literacy skills in Grade R on the
development of literacy of English Language Learners in Grade 1?” In a quasiexperimental
design, ELLs’ emergent literacy skills were assessed with an adapted
version of the Emergent Literacy Assessment battery (Willenberg 2004) and were
compared to those of English first language (L1) and of ELL control groups, both
prior to and after an 8-week purpose-designed stimulation program. Results
indicated that while learners showed significant improvement on six out of the eight
subtests, the particular intervention program did not significantly improve ELLs’
emergent literacy skills (those pertaining to alphabet knowledge, phoneme
awareness, print awareness and oral language skills, amongst others) when
compared to learners in the respective control groups. When controlling for
receptive language abilities, English L1 learners did not perform any better than
their L2 peers on any of the eight measures of emergent literacy prior to
intervention. Furthermore, upon entering Grade 1, there was no statistical
significant difference in the performance of the English L1 learners and ELLs on
any of the eight subtests after intervention. Possible independent variables
contributing to the dearth of intervention effect included socio-economic status,
learners’ L1, and teacher and classroom specific characteristics. These variables
were addressed, and clinical implications for speech-language therapists with
regards to assessment, intervention, service delivery and outcome measures were
highlighted.<br>AFRIKAANS OPSOMMING: Die aanspreek van Suid-Afrika se geletterdheidsvraagstuk is ‘n reuse uitdaging. Die vroeë
identifisering van kinders met ‘n hoë risiko vir leesprobleme en die verskaffing van tydige
en voorkomende intervensie mag egter ‘n goeie beginpunt wees in die aanspreek van
hierdie uitdaging. Hierdie studie het gepoog om ‘n bydrae te lewer tot die bestaande
literatuur oor ontluikende geletterdheidsvaardighede van kinders wat in ‘n tweede of
addisionele taal onderrig word. Die studie het die ontluikende geletterheidsvaardighede
ondersoek van Graad R-leerders wat in Engels onderrig word, maar vir wie Engels nie
hul eerste taal is nie, asook die effektiwiteit van ‘n navorsingsgebaseerde
stimulasieprogram binne die Suid-Afrikaanse konteks.
Die hoof navorsingsvraag van die studie was: “Wat is die effek van ‘n stimulasieprogram
vir ontluikende geletterheidsvaardighede in Graad R op die ontwikkeling van
geletterdheid van Engels tweede taal (T2)-leerders in Graad 1?” In ‘n kwasieksperimentele
ontwerp is Engels T2-leerders se ontluikende geletterheidsvaardighede
met ‘n aangepaste weergawe van die Emergent Literacy Assessment Battery (Willenberg
2004) geëvalueer, en voor en na ‘n 8-week doelgerigte stimulasieprogram vergelyk met
die vaardighede van kontrolegroepe wat bestaan het uit Engels eerste taal (T1)-leerders
en Engels T2-leerders onderskeidelik. Alhoewel leerders ‘n beduidende verbetering in ses
van die agt subtoetse getoon het, het die spesifieke intervensieprogram nie T2-leerders in
die eksperimentele groepe se ontluikende geletterdheidsvaardighede beduidend verbeter
in vergelyking met leerders in die twee kontrole groepe nie (dit sluit in onder andere
alfabetkennis, foneembewustheid, drukbewustheid en orale taalvaardighede). Wanneer
daar vir reseptiewe taalvaardighede gekontroleer is, het die T1-leerders nie beduidend
beter gevaar as hul T2-portuurgroep op enige van die agt subtoetse van ontluikende
geletterdheid nie, en met toetrede tot Graad 1 was daar gevolglik geen statisties
beduidende verskil tussen die T1- en T2-groepe ten opsigte van enige van die agt
subtoetse nie. Moontlike onafhanklike veranderlikes wat tot hierdie gebrek aan
intervensie-effek kon bydra, sluit sosio-ekonomiese status, leerders se T1 en onderwyseren
klaskamer-spesifieke eienskappe in. Hierdie veranderlikes is aangespreek, en die
kliniese implikasies vir spraak-taalterapeute met betrekking tot evaluasie, intervensie,
dienslewering en die noukeurige meting van uitkomste is toegelig.
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Van, den Heever Marisa. "'n Ondersoek na luistervaardighede en ouditiewe perseptuele vaardighede by graad R leerders / M. van den Heever." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9224.
Full textAbstract:
This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills.
A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed.
The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection.
For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1.
If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively.<br>Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
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Ferreira, Nathan. "In-service teacher preparation to implement inclusive education in Grade R." Thesis, 2019. http://hdl.handle.net/10500/26915.
Full textAbstract:
The South African government has developed various policies to promote equality and inclusivity in education. Despite all the efforts, Grade R in-service teachers seem unable to cope with inclusive education and it appears that they are not adequately prepared for inclusive education. The purpose of this study is to explore Grade R in-service teacher preparation for inclusive education in South Africa, with a view to add to existing knowledge on this topic and propose guidelines that can be used to enhance Grade R in-service teacher preparation for inclusive education. Bronfenbrenner’s ecological systems theory formed the theoretical foundation for this study. Qualitative approach was used to understand Grade R in-service teacher preparation for inclusive education. A sample group of eleven Grade R teachers were selected to provide “information-rich” data. Interviews, observations and document analysis were selected as data collection techniques. Data analysis and interpretation was a qualitative and inductive process. The findings revealed that Grade R in-service teacher preparation programmes are inadequate to prepare them for inclusive education; and they have difficulty coping with inclusive education because of insufficient translation of theory into practice and insufficient knowledge on the use of available resources for inclusive education. Curriculum differentiation should form an important aspect of teacher training. It is recommended that there should be a consultative process between all stakeholders who are involved in training of Grade R teachers. Guidelines were also proposed that could be used to enhance Grade R in-service teacher preparation programmes for inclusive education. These include preparing Grade R in-service teachers to apply curriculum differentiation in practical situations, and using teacher trainers who are knowledgeable about inclusive education in the context of the Grade R classroom. The researcher proposes that Grade R teachers be prepared so they are skilled, knowledgeable and confident to transfer knowledge and skills among themselves, even in cluster meetings.<br>Inclusive Education<br>Ph. D. (Inclusive Education)
Book chapters on the topic "Grade R learner"
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Janse van Rensburg, J. M. (Ona), and M. Erasmus. "Grade R learners’ school and learning readiness from Bronfenbrenner’s ecological perspective." In A scholarly contribution to educational praxis. AOSIS, 2016. http://dx.doi.org/10.4102/aosis.2016.saep12.01.
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"much more needs to be done before we may begin and are summed up in Book VI, with its climactic to grasp the ‘goodly golden chayne, wherewith yfere vision of the Graces’. Clearly the poem was meant to | The vertues linked are in louely wize’ (I ix 1.1–2). be read as a verse in the Bible was read in Spenser’s For example, in displaying the special powers of a day: any stanza is the centre from which to recon-virtue, each book displays also its radical limitations struct the whole. without the other virtues, and, above all, without A study of the virtues makes it increasingly clear divine grace. No book is complete in itself, for each that before ever Spenser began to write he had seen (after the first) critiques those that preceded it, so at least the outline of each virtue and had mapped that understanding what has been read constantly out their relationships. (On the formal idea of each expands and consolidates until by the end all the virtue, which his narrative unfolds and realizes, see virtues are seen in their unifying relationships. Heninger 1991:147.) Early in his career, he dedicated A general survey of all the books of The Faerie his talents to fashion the scheme of virtues in a poem Queene is offered in a number of introductions to the he could never expect to complete, no more than poem: Spens 1934, Nelson 1963, R. Freeman 1970, could Chaucer in projecting the Canterbury Tales – Heale 1987, Tonkin 1989, Meyer 1991, Waller 1994, on its unfinished state, see Rajan 1985:44–84, and and Oram 1997. Tonkin and Oram especially offer Hamilton 1990 – and he never faltered or changed. close and perceptive readings of each book. In addi-What he says about the Red Cross Knight may be tion, there are studies of individual books. Book applied to him: ‘The noble hart, that harbours ver-I: Rose 1975; II: Berger 1957; III and IV: Roche tuous thought [i.e. knowledge of the virtues], | And 1964, Silberman 1995; IV: Goldberg 1981; III, IV, is with childe of glorious great intent, | Can neuer and V: Broaddus 1995; V: Dunseath 1968, Aptekar rest, vntill it forth haue brought | Th’eternall brood 1969, Fletcher 1971; VI: A. Williams 1967, Tonkin of glorie excellent’ (I v1.1–4). As he testifies in the 1972. See also the entry on each book in The Spenser final canto of the 1596 poem: as a ship may be Encyclopedia. In addition, there are general studies delayed by storms on its way to a certain shore, of the virtues: for example, Horton 1978 finds the ‘Right so it fares with me in this long way, | Whose poem’s unity in the binary pairing of the books (see course is often stayd, yet neuer is astray’ (VI xii also his entry, ‘virtues’, in the SEnc), and M.F.N. 1.8–9). While we may speculate that Spenser wrote Dixon 1996:13 argues that Spenser offers ‘a gram-for patronage, a pension, or a position at court, we mar of virtues’, i.e. ‘an iterative series of interde-know from the opening stanza of The Faerie Queene pendent virtues’. There are also many studies of the that ‘the sacred Muse’ commanded him ‘To blazon techniques used by Spenser to structure the virtues: broade emongst her learned throng’. Clearly he had for example, the ‘resonances sounding at large no choice but to devote his life to writing that poem. throughout the poem’ examined by Lewis 1967, the The third step in relating the virtues is to recog-structural triads by A. Fowler 1973, the poem’s nize that they are fashioned in the poem through the analogical coherence by Nohrnberg 1976, its self-actions of the major characters in order to fashion reflexiveness by MacCaffrey 1976, the ‘echoing’ by readers in ‘vertuous and gentle discipline’. In the Hollander 1981, the demonic parody of the virtues Letter to Raleigh, Spenser distinguishes between his by N. Frye 1963 and Fletcher 1971, the poem’s am-‘general intention and meaning’, which is to fashion bivalence by Fletcher 1964, the structural patterns in the virtues, and his poem’s ‘generall end’, which is Books I and II by Røstvig 1994, the symmetrical to ‘fashion a gentleman or noble person in vertuous ring structure in Book III by Greenfield 1989, the and gentle discipline’ (8). Accordingly, our under-poem’s broken symmetries by Kane 1990, the use of standing of the nature of holiness, for example, is gained image-patterns in which images are repeated in bono only by reading the story of the Red Cross Knight, et in malo by Kaske 1999, the sequence of emblems and not by bringing to it anything more than a which make the poem ‘the most emblematic long general awareness that the virtue relates our life in poem in our literature’ (A. Fowler 1999:23), and this world to God. His quest traces the process of the narrative’s self-reflectiveness by Goldberg 1981. sanctification as his will cooperates with divine grace; The poem interprets and reinterprets itself endlessly, and, through him, we learn how to frame our lives in as Tonkin 1989:43 suggests in commenting on holy living. The virtues do not exist apart from the." In Spenser: The Faerie Queene. Routledge, 2014. http://dx.doi.org/10.4324/9781315834696-26.
Full textConference papers on the topic "Grade R learner"
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Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.
Full textAbstract:
At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
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Kazeni, Monde. "EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end004.
Full textAbstract:
Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.
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Sato, Takashi, Keiji Matsumoto, Toshikazu Kurosaki, and Mitsuhiro Maida. "The iBR: A Generation III.7 Reactor After the Fukushima Daiichi Accident." In 2014 22nd International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icone22-30309.
Full textAbstract:
The paper presents study result on an innovative, intelligent and inexpensive BWR (iBR). It is the first Generation III.7 reactor after the Fukushima Daiichi accident. It has incorporated lessons learned from the Fukushima Daiichi accident and WENRA safety objectives. It has innovative safety to cope with devastating natural disasters including a giant earthquake, a large tsunami and a monster hurricane. The iBR can survive passively such devastation and a very prolonged SBO without any support from the outside of a site up to 7 days even preventing core melt. It, however, is based on the well-established proven ABWR design. NSSS is exactly the same as that of the current ABWR. As for safety design it has a double cylinder RCCV (Mark W containment) and an in-depth hybrid safety system (IDHS). The Mark W containment has double FP confinement barriers and the in-containment filtered venting system (IFVS) that enable passively no emergency evacuation outside the immediate vicinity of the plant for a SA. It has a large volume to hold hydrogen, a core catcher, a passive flooding system and a passive containment cooling system (PCCS) establishing passively practical elimination of containment failure even in a long term. The IDHS consists of 4 division active safety systems for a DBA, 2 division active safety systems for a SA and built-in passive safety systems (BiPSS) consisting of an isolation condenser (IC) and the PCCS for a SA. IC/PCCS pools have enough capacity for 7 day grace period. The IC/PCCS, core and spent fuel pool are enclosed inside the CV building and protected against a large airplane crash. The iBR can survive a large airplane crash only by the CV building and the built-in passive safety systems therein. The dome of the CV building consists of a single wall made of steel and concrete composite. This single dome structure facilitates a short-term construction period and cost saving. CV diameter is smaller than that of most PWR resulting in the smaller R/B. The iBR is based on the proven ABWR technology and ready for construction. No new technology is incorporated but design concept and philosophy are initiative and innovative.
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Sato, Takashi, Keiji Matsumoto, Kenji Hosomi, and Keisuke Taguchi. "iB1350: Part 1 — A Generation III.7 Reactor iB1350 and Defense in Depth (DiD)." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-82428.
Full textAbstract:
iB1350 stands for an innovative, intelligent and inexpensive boiling water reactor 1350. It is the only Generation III.7 reactor incorporating Fukushima lessons learned and complying with Western European Nuclear Regulation Association (WENRA) safety objectives. It is about twice safer than any existing Gen III.5 reactors. It has 7-day grace period for SBO and SA without containment venting. It enables no evacuation and no long-term relocation in SA. It, however, is based on the well-established proven ABWR. The NSSS and TI are exactly the same as those of the existing ABWR. The iB1350 only enhanced the ABWR safety by adding an outer well (OW) as additional PCV volume, built-in passive safety systems (BiPSS) for SA, DEC systems and an APC shield dome over the containment. The BiPSS include an isolation condenser (IC), an innovative passive containment cooling system (iPCCS), in-containment filtered venting system (IFVS), and innovative core catcher (iCC). All the BiPSS are embedded and protected in the containment building against APC. No specialized safety features remote from the R/B are necessary, which reduces plant cost. The primary system has only one integrated RPV. There are no SGs, no pressurizer, no core makeup tanks, no accumulators, no hot legs, and no cold legs. The iB1350 consists of only one integrated RPV and passive safety systems inside the containment building. This configuration is simpler than the simplest large PWR and as simple as SMR. While SMR have rather small outputs, the iB1350 has 1350 MWe output. It is simple, large and economic. As for the safety design it has an in-depth hybrid safety system (IDHS). The IDHS consists of 4 division active safety systems for DBA, 1 or 2 division active safety systems for DEC and the built-in passive safety systems (BiPSS) for SA. The IDHS is originally based on the four levels of safety that have provided an explicit fourth defense level against devastating external events even before 3.11. It also can be explained along with WENRA Defense in Depth (DiD). It is said that independence between DiD levels are important. However, there are many exceptions for independence between DiD levels. For example, SCRAM is used in DiD2, DiD3a and DiD3b. Any DiD that allows exceptions of independence of DiD levels is fake. The iB1350 is rather based on the three levels of safety proposed by Clifford Beck (AEC, 1967). There is complete independence between level 2 (core systems) and level 3 (containment systems) without any exceptions of independence. DiD without exceptions of independence is a real DiD. Only passive safety reactors can meet the real DiD.
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Sato, Takashi, Keiji Matsumoto, Kenji Hosomi, and Keisuke Taguchi. "iB1350: A Generation III.7 Reactor After the Fukushima Daiichi Accident." In 2016 24th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/icone24-60523.
Full textAbstract:
iB1350 stands for an innovative, intelligent and inexpensive boiling water reactor 1350. It is the first Generation III.7 reactor after the Fukushima Daiichi accident. It has incorporated lessons learned from the Fukushima Daiichi accident and Western European Nuclear Regulation Association safety objectives. It has innovative safety to cope with devastating natural disasters including a giant earthquake, a large tsunami and a monster hurricane. The iB1350 can survive passively such devastation and a very prolonged station blackout without any support from the outside of a site up to 7 days even preventing core melt. It, however, is based on the well-established proven Advance Boiling Water Reactor (ABWR) design. The nuclear steam supply system is exactly the same as that of the current ABWR. As for safety design it has a double cylinder reinforced concrete containment vessel (Mark W containment) and an in-depth hybrid safety system (IDHS). The Mark W containment has double fission product confinement barriers and the in-containment filtered venting system (IFVS) that enable passively no emergency evacuation outside the immediate vicinity of the plant for a severe accident (SA). It has a large volume to hold hydrogen, a core catcher, a passive flooding system and an innovative passive containment cooling system (iPCCS) establishing passively practical elimination of containment failure even in a long term. The IDHS consists of 4 division active safety systems for a design basis accident, 2 division active safety systems for a SA and built-in passive safety systems (BiPSS) consisting of an isolation condenser (IC) and the iPCCS for a SA. The IC/PCCS pools have enough capacity for 7-day grace period. The IC/PCCS heat exchangers, core and spent fuel pool are enclosed inside the containment vessel (CV) building and protected against a large airplane crash. The iB1350 can survive a large airplane crash only by the CV building and the built-in passive safety systems therein. The dome of the CV building consists of a single wall made of steel and concrete composite. This single dome structure facilitates a short-term construction period and cost saving. The CV diameter is smaller than that of most PWR resulting in a smaller R/B. Each active safety division includes only one emergency core cooling system (ECCS) pump and one emergency diesel generator (EDG). Therefore, a single failure of the EDG never causes multiple failures of ECCS pumps in a safety division. The iB1350 is based on the proven ABWR technology and ready for construction. No new technology is incorporated but design concept and philosophy are initiative and innovative.