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Rich play enhances the child’s engagement during play, and this improves the potential for learning. This study examines the place of sensory materials focused on visual and tactile stimuli (sensop...

We tested the construct validity of scores from the Attention Deficit Hyperactivity Disorder Behaviour-Rating Scale (ADHD-BRS) within South African early childhood classrooms in three of the eleven...

Children are exposed to influential role models, such as parents, peers, teachers, fictional characters and humans in virtual and physical environments. Utilising role modelling as a teaching approach or rich teaching resource not only appeals to the social learning preference of a young child but also supports teachers in reaching out to virtual and physical communities to enrich literacy learning experiences. The perspective of role models to promote acceptable social and academic behaviour in young children has progressively introduced scholarly views on the achievability and importance thereof in education and its applicability as a hybrid pedagogy. With rapid technological advancements and increased access to the Internet, an integrated platform is provided which teachers can benefit from when incorporating role models to help cultivate responsible social and academic behaviour. In this study, we implemented a literacy programme – the Reading, Rugby and Responsibility project – as a community project to improve our understanding of how rugby students, as role models, can intentionally inculcate responsible social and reading behaviour in Grade 3 children. We aligned the outcomes of the project with the Community of Inquiry framework to hypothesise the value and feasibility of using role models as a hybrid pedagogy and resource in early childhood education. We utilised a qualitative case study design and purposefully selected five rugby students to interact with 35 Grade 3 children at an inner-city primary school in Pretoria. The data generated from informal discussions with the rugby students and reflections of their experiences, as well as the children’s narrative accounts and drawings, were thematically analysed. The findings revealed that children yearn to engage with role models and be part of a community. Further investigation on how the Community of Inquiry framework can inform and utilise role modelling as a hybrid pedagogy and resource is beckoned and recommended.

Orientation: When researchers’ understanding and application of ‘conceptualisation’ can allude to nearly anything, it loses its philosophical purpose and stature. Negating the philosophical meaning of the term ‘conceptualisation’, because it appears obvious, will result in research inquiries becoming ambiguous and ideologically diminished. Paradigms and theoretical frameworks are rooted in philosophical principles, yet researchers often ‘conceptualise’ and conduct inquiries without understanding the foundation of their applied scientific methods.Research purpose: The historicity of psychological measurement development depicts a fusion of transdisciplinary knowledge systems and the stature of scientific methods is comprehensive. Yet the philosophical lenses through which researchers ‘conceptualise’ their measure to understand psychological behaviour are not as clear.Motivation for the study: Contemporary psychometric literature postulates the ‘conceptualisation phase’ as a mere point of departure to develop a psychological measure, whereas philosophical literature depicts ‘conceptualisation’ as the mainstay of any research inquiry.Research approach/design and method: A qualitative design was used with the conceptual analysis of terminology as approach. Textual or typographical psychometric and psychological literature was purposively sampled and inductively and deductively analysed, using the philosophical framework of Van der Walt and Potgieter.Main findings: The definition of the ‘conceptualisation phase’ is principally characterised as the scientific method to measure the scientific reality, while the integral human component, represented by the measure developer, is overlooked.Practical/managerial implications: Insights derived can enthuse future dialogues on the purpose and importance of the conceptualisation phase in the development of psychological measures.Contribution/value-add: A potential delineation of what the ‘conceptualisation phase’ should encapsulate is proposed.