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The Role of Domestic Workers, As Child Carers, in the Stimulation of Motor Development of Preschool Children in Bloemfontein, South Africa

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The Role of Domestic Workers, As Child Carers, in the Stimulation of Motor Development of Preschool Children in Bloemfontein, South Africa THE ROLE OF DOMESTIC WORKERS, AS CHILD CARERS, IN THE STIMULATION OF MOTOR DEVELOPMENT OF PRESCHOOL CHILDREN IN BLOEMFONTEIN, SOUTH AFRICA by Annemarie du Plessis Dissertation submitted in fulfilment of the requirements in respect of the degree MASTERS ARTIUM IN KINDERKINETICS in the Department EXERCISE AND SPORT SCIENCES in the Faculty SCHOOL OF ALLIED HEALTH SCIENCES at the UNIVERSITY OF THE FREE STATE BLOEMFONTEIN 30 July 2018 STUDY LEADER: PROF FF COETZEE CO-LEADER: PROF S VAN VUUREN Addendum A1 DECLARATION __________________________________________________ I, Annemarie du Plessis hereby declare: That the master’s research dissertation that I herewith submit at the University of the Free State, is my independent work and that I have not previously submitted it for a qualification at another institution of higher education. That I am aware that the copyright is vested in the University of the Free State. That all royalties with regards to intellectual property that was developed during the course of and/or in connection with the study at the University of the Free State, will accrue to the University. I have acknowledged all main sources of help. Annemarie du Plessis 2004022220 ii | P a g e ACKNOWLEDGEMENTS ___________________________________________________________________ I wish to express my sincere thanks and appreciation to the following persons: First and above all my Heavenly Father, that provided me with strength, patience and opportunity to complete this project. My husband, Hendri, for your ongoing love, support and patience; you are my happy place! My two children, Jo-Anne and Jaden, for your love and patience and especially for making me smile when I was feeling discouraged. The rest of my family that supported, encouraged, listened and advised; you have a very special place in my heart! Special thanks to my mother, Annatjie, my sister, Jana, and my aunt, Elgonda. My children’s “second mom” Sellinah, that unknowingly planted the seed of this research. I will be forever grateful to you for looking after my children as if they were your own. Prof Derik Coetzee, of the Department of Exercise and Sports Sciences, University of the Free State, my supervisor, for all your time, inspiration and words of encouragement – without you this study would never have taken place. Prof Santie van Vuuren, Head, School for Allied Health Professions, University of the Free State my co-supervisor, thank you for all your support, ideas and efficient feedback. Miss. Riette Nel, of the Department of Biostatistics, University of the Free State, for her friendly and efficient assistance with the statistical analysis of the data; Lastly, but most importantly, a special word of thanks to the participating employers and domestic workers for taking part in the study and welcoming me into your homes and place of work. You were always very accommodating. ≈≈≈≈≈≈≈≈≈ iii | P a g e TERMINOLOGY AND DEFINITIONS _________________________________________________________ Active stimulation: For this study, the researcher defines active stimulation as when a person is actively playing with a child without being busy with any other duty or activity. Attention is completely focused on the child, and play is purposeful, and goal orientated. Capitalist: “Someone who has a large amount of money invested (= given hoping to get more back) in a business” (Cambridge English Dictionary). Care: Attention to body, health, nutrition, emotional, social, language and intellectual development (Jones, et al., 2011). Categorises of young children: The New Zealand Ministry of Education (2009) categorises young children into three overlapping groups: Infants for children aged up to 18 months; Toddlers for children aged between one to three years; And young children are aged between two and a half years up to school entry, - however, they are often referred to as preschool children. Centre-based care: Childcare which is more commercial and that takes place in a school like setting e.g. preschool or nursery (Morrisey, 2009). Cephalocaudal development: Child gains control of the head first and then arms and legs (Palethorpe, 2014). Childcare: “By childcare, we mean all types of early childhood education and care provided by a registered childcare professional, approved childcare professional and through informal arrangements” (Campbell-Barr & Garnham, 2010). Child Development: The process of change in which a child comes to master more and more complex levels of physical activity, thinking, feeling, communicating and interactions with people and objects. This is sometimes expressed as physical, cognitive, emotional and social development (Jones et al., 2011). iv | P a g e Creeping: Creeping is moving forward on the stomach (De Jager, 2012). Crawling: Refers to raising the body off the ground and moving forward on hands and knees (De Jager, 2012). Domestic worker: Wessels (2006) states that The Basic Conditions of Employment Act, No.137 of 1993 defines a domestic worker as “...an employee charged wholly or mainly with the performance of domestic work on dwelling premises.” The act further specified that domestic workers may also be defined as caretakers of children, the aged, sick and disabled. Feminist: “A person who believes in feminism and tries to achieve change that helps women to get equal opportunities and treatment” (Cambridge English Dictionary). Formal childcare: Registered (by the appropriate governing body) childcare (including those who have opted to be on the voluntary register) provided by a professional usually for a fee (Campbell-Bar & Garnham, 2010). Growth: The change in body weight, height, and circumference of head (Jones et al., 2011). Infant: Term used to describe a baby between 0 – 12 months (Mulligan et al., 2005). Informal childcare: Unregistered childcare usually provided by family or friends (Campbell-Bar& Garnham, 2010). Kinderkineticist: Kinderkinetics is a professional occupation that aspires to advance and optimise the motor development of children between birth and twelve years, through scientifically based physical activity. The role of the Kinderkineticist is to encourage functional growth and development; to focus on specific movement activities in order to support sport specific activities and to implement suitable rehabilitation programmes for children with growth and/or developmental-disabilities (http://www.nwu.ac.za/kinderkinetics-about-us). Middle class: “A class of people intermediate between the classes of higher and lower social rank or standing; the social, v | P a g e economic, cultural class, having approximately average status, income, education, tastes, etc.” (Tarknishvili & Tarknishvili, 2013). Neo-liberalist: “Someone who supports a large amount of freedom for markets, with little government control or spending and low taxes” (Cambridge English Dictionary). Preschooler: Children too young to attend formal schooling aged 3 - 5 years old (Mulligan et al., 2005). Proxomodistal development: Development occurs from the centre of the body and out (Palethorpe, 2014). Toddler: Children between the ages of 12 – 36 months (Mulligan et al., 2005). Urban: “Belonging to, or relating to, a town or city” (Collins English dictionary). Visual Motor Integration: Refers to the ability of the eyes & hands to work together in smooth, efficient patterns (Sanghavi & Kelkar, 2005). vi | P a g e LIST OF ABBREVIATIONS CASE - Community Agency for Social Enquiry DST - Dynamic Systems Theory NGST - Neuronal Group Selection Theory NICHD - National Institute of Child Health and Human Development (US) NMT - Neuronal Maturation Theory UFS - University of the Free State US - United States SA - South Africa sa - Sino anno SNCDHHS - State of North Carolina Department of Health and Human Services vs - versus WHO - World Health Organisation vii | P a g e LIST OF TABLES PAGE ___________________________________________________________________ Table 2.1: 26 Typical milestones of motor development Table 2.2: 27 Gross- and fine motor developmental milestones of infants between 0-12 months Table 2.3: 31 Gross- and fine motor developmental milestones of toddlers and pre-schoolers between the ages of 13 months and 4 years Table 4.1: 45 Home language of participants Table 4.2: 46 Highest grade passed by domestic workers Table 4.3: 46 Courses completed by domestic workers Table 4.4: 47 Experience of domestic worker Table 4.5: 47 Years’ experience as domestic worker Table 4.6: 48 Highest level of education of employers Table 4.7: 48 Employment of employers Table 4.8: 48 Occupations of employers Table 4.9: 49 Signed contract between employer and domestic worker Table 4.10: 49 Domestic worker provided with a copy of the contract Table 4.11: 51 Working hours (includes domestic and childcare duties.) Table 4.12: 52 Number of hours the domestic worker is responsible for childcare per day viii | P a g e Table 4.13: 52 Minimum, maximum and median ages of children cared for by domestic worker. Table 4.14: 53 Number of children in care of domestic worker Table 4.15: 54 Clarity with regards to the expectations of childcare duties Table 4.16: 56 Childcare duties expected to be performed by employers vs. childcare duties Performed by domestic duties Table 4.17: 57 Specific instructions provided by employer on what the domestic worker should “play” with the child Table 4.18: 58 Expected time of active stimulation vs. actual time spent on active stimulation Table 4.19: 59 The employers and domestic workers’ opinion on possible childcare training for possible childcare
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