{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/42411"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/42411","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Discovering the development of self-regulation through play: an exploratory case study among Grade R South African learners","abstract":"This dissertation explores the emergence of self-regulation (SR) in early childhood development (ECD) among a group of Grade R Foundation Phase learners in a Quintile 5 school, in Cape Town. As described within Cultural-Historical Activity Theory (CHAT), this study sought to understand the role of sociodramatic play, the leading activity of children between the ages of three to six – this study focusing solely on Grade R, ages five to six – in developing SR as a higher mental function (HMF). Additionally, the influence of educator pedagogical approaches for advancing play practices is analysed, as SR is essential in determining school-readiness. The last major intervention in South Africa attending to self-regulation (Harrison & Muthivhi, 2013) is from over a decade ago which underscores this study's relevancy. Within this ethnographic case study, three vignettes exploring in-class activities to dynamic outdoor play are presented with accompanying CHAT analyses. Each analysis draws extensively upon the research of Fleer (2010, 2019, 2023a, 2023b) and Bodrova and Leong (2007, 2003b, 2015; Leong & Bodrova, 2012). Through Germeroth et al. (2019), a CHAT-informed framework, the Mature Play Observation Tool (MPOT), gives shape to each of these analyses. Findings from this study identify how play is often applied merely as a “prop” in contrast to being the foundation for a fully-fledged play pedagogy (Fleer, 2021; Bodrova & Leong, 2007). Insights from the Grade R class teacher illustrate a pervasive belief that children should “self- direct” their play as their own isolated activity, while CHAT research calls for educators to engage in the dramatic process of play (Kravtsova, 2014; Vygotsky, 2004). This dissertation identifies sources of political pressure between “institutional practices” (Hedegaard, 2012). Recommendations are made for enriching ECD play programmes (Zaporozhets, 1986).","abstract_html":"This dissertation explores the emergence of self-regulation (SR) in early childhood development (ECD) among a group of Grade R Foundation Phase learners in a Quintile 5 school, in Cape Town. As described within Cultural-Historical Activity Theory (CHAT), this study sought to understand the role of sociodramatic play, the leading activity of children between the ages of three to six – this study focusing solely on Grade R, ages five to six – in developing SR as a higher mental function (HMF). Additionally, the influence of educator pedagogical approaches for advancing play practices is analysed, as SR is essential in determining school-readiness. The last major intervention in South Africa attending to self-regulation (Harrison & Muthivhi, 2013) is from over a decade ago which underscores this study's relevancy. Within this ethnographic case study, three vignettes exploring in-class activities to dynamic outdoor play are presented with accompanying CHAT analyses. Each analysis draws extensively upon the research of Fleer (2010, 2019, 2023a, 2023b) and Bodrova and Leong (2007, 2003b, 2015; Leong & Bodrova, 2012). Through Germeroth et al. (2019), a CHAT-informed framework, the Mature Play Observation Tool (MPOT), gives shape to each of these analyses. Findings from this study identify how play is often applied merely as a “prop” in contrast to being the foundation for a fully-fledged play pedagogy (Fleer, 2021; Bodrova & Leong, 2007). Insights from the Grade R class teacher illustrate a pervasive belief that children should “self- direct” their play as their own isolated activity, while CHAT research calls for educators to engage in the dramatic process of play (Kravtsova, 2014; Vygotsky, 2004). This dissertation identifies sources of political pressure between “institutional practices” (Hedegaard, 2012). Recommendations are made for enriching ECD play programmes (Zaporozhets, 1986).","abstract_has_math":false,"creators":["Macmillan, Joseph"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Lilley, Warren"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-22T22:23:07Z","subjects":["Self-regulation","Cultural-Historical Activity Theory","sociodramatic play","pedagogy","early childhood development","MPOT","Conceptual PlayWorlds"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/42411","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Lilley, Warren"]},{"key":"dc:creator","label":"Author","values":["Macmillan, Joseph"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-12-05T08:53:29Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-12-05T08:53:29Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Thesis / Dissertation"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters","MEd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Self-regulation","Cultural-Historical Activity Theory","sociodramatic play","pedagogy","early childhood development","MPOT","Conceptual PlayWorlds"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/42411"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the emergence of self-regulation (SR) in early childhood development (ECD) among a group of Grade R Foundation Phase learners in a Quintile 5 school, in Cape Town. As described within Cultural-Historical Activity Theory (CHAT), this study sought to understand the role of sociodramatic play, the leading activity of children between the ages of three to six – this study focusing solely on Grade R, ages five to six – in developing SR as a higher mental function (HMF). Additionally, the influence of educator pedagogical approaches for advancing play practices is analysed, as SR is essential in determining school-readiness. The last major intervention in South Africa attending to self-regulation (Harrison & Muthivhi, 2013) is from over a decade ago which underscores this study's relevancy. Within this ethnographic case study, three vignettes exploring in-class activities to dynamic outdoor play are presented with accompanying CHAT analyses. Each analysis draws extensively upon the research of Fleer (2010, 2019, 2023a, 2023b) and Bodrova and Leong (2007, 2003b, 2015; Leong & Bodrova, 2012). Through Germeroth et al. (2019), a CHAT-informed framework, the Mature Play Observation Tool (MPOT), gives shape to each of these analyses. Findings from this study identify how play is often applied merely as a “prop” in contrast to being the foundation for a fully-fledged play pedagogy (Fleer, 2021; Bodrova & Leong, 2007). Insights from the Grade R class teacher illustrate a pervasive belief that children should “self- direct” their play as their own isolated activity, while CHAT research calls for educators to engage in the dramatic process of play (Kravtsova, 2014; Vygotsky, 2004). This dissertation identifies sources of political pressure between “institutional practices” (Hedegaard, 2012). Recommendations are made for enriching ECD play programmes (Zaporozhets, 1986)."]},{"key":"dc:title","label":"Title","values":["Discovering the development of self-regulation through play: an exploratory case study among Grade R South African learners"]}]}],"canonical_facts":{"dc:contributor.advisor":["Lilley, Warren"],"dc:creator":["Macmillan, Joseph"],"dc:date.accessioned":["2025-12-05T08:53:29Z"],"dc:date.available":["2025-12-05T08:53:29Z"],"dc:date.issued":["2025"],"dc:description.abstract":["This dissertation explores the emergence of self-regulation (SR) in early childhood development (ECD) among a group of Grade R Foundation Phase learners in a Quintile 5 school, in Cape Town. As described within Cultural-Historical Activity Theory (CHAT), this study sought to understand the role of sociodramatic play, the leading activity of children between the ages of three to six – this study focusing solely on Grade R, ages five to six – in developing SR as a higher mental function (HMF). Additionally, the influence of educator pedagogical approaches for advancing play practices is analysed, as SR is essential in determining school-readiness. The last major intervention in South Africa attending to self-regulation (Harrison & Muthivhi, 2013) is from over a decade ago which underscores this study's relevancy. Within this ethnographic case study, three vignettes exploring in-class activities to dynamic outdoor play are presented with accompanying CHAT analyses. Each analysis draws extensively upon the research of Fleer (2010, 2019, 2023a, 2023b) and Bodrova and Leong (2007, 2003b, 2015; Leong & Bodrova, 2012). Through Germeroth et al. (2019), a CHAT-informed framework, the Mature Play Observation Tool (MPOT), gives shape to each of these analyses. Findings from this study identify how play is often applied merely as a “prop” in contrast to being the foundation for a fully-fledged play pedagogy (Fleer, 2021; Bodrova & Leong, 2007). Insights from the Grade R class teacher illustrate a pervasive belief that children should “self- direct” their play as their own isolated activity, while CHAT research calls for educators to engage in the dramatic process of play (Kravtsova, 2014; Vygotsky, 2004). This dissertation identifies sources of political pressure between “institutional practices” (Hedegaard, 2012). Recommendations are made for enriching ECD play programmes (Zaporozhets, 1986)."],"dc:identifier.uri":["http://hdl.handle.net/11427/42411"],"dc:language.iso":["en"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["University of Cape Town"],"dc:subject":["Self-regulation","Cultural-Historical Activity Theory","sociodramatic play","pedagogy","early childhood development","MPOT","Conceptual PlayWorlds"],"dc:title":["Discovering the development of self-regulation through play: an exploratory case study among Grade R South African learners"],"dc:type":["Thesis / Dissertation"],"dc:type.qualificationlevel":["Masters","MEd"]},"updated_at":"2026-07-22T22:23:07Z"}