| Summary: | Abstract in English, Afrikaans and Zulu === The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience. === Selfregulering moet in die vroeë kinderjare reeds by klein kinders gekweek word sodat
hulle later in die lewe in staat sal wees om selfdissipline aan die dag te lê. Die doel
van hierdie studie was om vas te stel hoe die deelnemers by drie laerskole in
Zimbabwe gedurende vrye spel selfregulering by leerders gekweek het. Die drie
teoretiese raamwerke waarop hierdie studie berus, is die positiewe sielkunde, Deci en
Ryan se selfbeskikkingsteorie (SBT) en die teorie van basiese psigososiale behoeftes
(TBSB). Hiervolgens is die bevrediging van kinders se behoefte aan outonomie,
bedrewenheid (‘competence’) en verhoudings (‘relatedness’) voorvereistes vir die
positiewe dissiplinering waarmee selfregulering by hulle gekweek word. Benner se
metode van interpretatiewe fenomenologie is gevolg om deelnemers se belewing van
die fenomeen te beskryf en te vertolk. Die sosiale konstruktivisme het die grondslag
van hierdie studie gevorm, en die benadering was kwalitatief. Data is volgens Benner
se metode van interpretatiewe fenomenologie ingewin en ontleed. ʼn Paradigmageval,
temas en voorbeelde (‘exemplars’) is in die aanbieding, bespreking en interpretasie
van data gebruik. Volgens die bevindings het vryespelaktiwiteite bestaan uit onder
meer sosiaal-dramatiese spel, binnenshuise spel in speelhoekies, en buitelugspel. Die
praktyke waarvolgens deelnemers selfregulering deur positiewe dissiplinering
gekweek het, was onderlinge regulering, positiewe versterking, afkoeltyd en logiese
gevolge. Onderwysers en leerders het afkoeltyd en logiese gevolge nie as positiewe
dissiplinering nie, maar eerder as straf belewe aangesien dit streng toegepas word en
nie met die kind se psigososiale behoeftes rekening hou nie. Die bevindings strook
egter met ons siening van die kweek van selfregulering deur positiewe dissiplinering
tydens vrye spel deur leerders se psigososiale behoefte aan outonomie,
bedrewenheid (‘comptetence’), verhoudings (‘relatedness’) en bewustheid
(‘mindfulness’) te bevredig. Navorsers stel bewustheid (‘mindfulness’) as ʼn vierde
basiese psigososiale behoefte voor. In ooreenstemming met die Doelwitte vir
Volhoubare Ontwikkeling (DVO’s) vir ʼn beter en volhoubare toekoms vir alle mense
teen 2030, het deelnemers gevind dat die kweek van selfregulering deur positiewe dissiplinering deel uitmaak van genderopvoeding as teenvoeter vir geslagsgeweld, en
vindingrykheid aanwakker. === Ukukhuthaza ukuzilawula kubaluleke kakhulu esigabeni sokuThuthukiswa
Kwabantwana Abasebancane (i-ECD phase), ngoba kuholela ekuzikhalimeni
esikhathini esizayo. Inhloso yalolu cwaningo bekuwukuqonda izindlela
zababambiqhaza zokukhuthaza ukuzilawula ngesikhathi sokudlala ngokukhululeka
ezikoleni ezintathu zamabanga aphansi eZimbabwe. Izinhlaka zombono
wezinzululwazi zalolu cwaningo, ezaziwa ngokuthi okuhle kwengqondo kanye
noMbono Wenzululwazi kaDeci noRyan Wokuzimisela (i-SDT), kanye noMbono
Wenzululwazi Wezidingo Eziyisisekelo Zokuphathelene Nenggqondo (i-BPNT),
zithathe ukwesekwa kwabafundi njengokuzimele, ikhono kanye nokuhlobana
njengezimpawu ezisemqoka zokukwazi ukuzikhalima okuhle okusekela
ukuthuthukiswa kokuzilawula. Kusetshenziswe indlela kaBenner yokuhumusha
okwenzekile ngenhloso yokuchaza nokuhumusha okwenzeke kubabambiqhaza
kulokho okufundwa ngako. Inqubo yokwakhiwa kwezenhlalakahle iyona esekele
ucwaningo kanti futhi indlela yokwenza ibibheka amaqiniso. Ukuqoqwa kwemininingo
nokuhlaziywa bekuncike endleleni kaBenner yokuhumusha okwenzekile.
Kwasetshenziswa izimo semiqondo, izingqikithi kanye nezibonelo ukwethula
imininingo, izingxoxo nokuhumusha. Okutholakele kukhombisile ukuthi ukudlala
ngokukhululeka kubandakanya, ngokwesibonelo, ukudlala ngokulingisa ezenhlalo,
ukudlala endlini emakhoneni okudlala kanye nokudlala ngaphandle. Imikhuba
ejwayelekile esetshenziswa ngababambiqhaza ukukhuthaza ukuzilawula
ngokusebenzisa ukukhalima okukahle kwakungukulawula ngokubambisana,
ukukhuthaza okuhle, ukuqedwa komdlalo kanye nemiphumela eyenza umqondo. Othisha nabafundi babevame ukubona ukuqedwa komdlalo nemiphumela eyenza
umqondo njengento esetshenziswa ngothisha njengesijeziso kunokukhalima okuhle,
ngenxa yobukhuni bokusetshenziswa kwako ngaphandle kokubheka izidingo
zomqondo. Okutholakele, nokho, bekuhambisana nokuqonda kokukhuthaza
ukuzilawula ngokukhalima okukahle ngesikhathi sokudlala ngokukhululeka
ngokunakekela izidingo zabafundi zokuphathelene nengqondo ekuzimeleni, ikhono
kanye nokuhlobana, kanye nokuqaphela izinto. Ucwaningo luhlongoze ukuqaphela
izinto njengesidingo sesine esiyisisekelo kokuphathelene nengqondo.
Ngokuhambisanayo neziNjongo Zokuthuthukiswa Okusinokusimama (ama-SDG)
ukuze kufezeke ikusasa elingcono nelinokusimama kubantu bonke ngonyaka ka-
2030, ababambiqhaza babona ukukhuthaza ukuzilawula ngokuzikhalima okukahle
njengengxenye yemfundo yobulili ukuze kuncishiswe udlame oluncike ebulilini futhi
kukhuthazwe ukuqina. === Psychology of Education === D. Ed. (Psychology of Education)
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