http://hdl.handle.net/123456789/964 Mon, 13 Apr 2026 12:25:44 GMT 2026-04-13T12:25:44Z http://hdl.handle.net/123456789/1590 THE EFFECT OF WITNESSING DOMESTIC VIOLENCE AMONG CHILDREN IN TAFELKOP, LIMPOPO PROVINCE, SOUTH AFRICA Nkadimeng, Cashline Background: Domestic violence is a widespread problem that has serious consequences, especially for children who experience it. When children see or go through these upsetting situations, it leaves them with emotional scars that affect different parts of their lives. The purpose of this study was to explore and describe the effect of witnessing domestic violence among children in Tafelkop, Limpopo Province. Methodology: This study used a qualitative approach and an exploratory research design. Purposive sampling was used to select 13 children between the age of 8-18 years from Matsepe Drop-in Centre to participate in this study. The sample size was depended on data saturation. One-on-one interviews were conducted with participants using semi structured interview guide. Data was analyzed using Tesch’s 8 steps of open coding method. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability. The study was approved by TREC (University of Limpopo Ethics Committee), and permission to conduct the study was granted. Confidentiality, anonymity and privacy of participants were assured. Informed consent was obtained from participants prior their participation. Results: This study found that children who see domestic violence get scared, and this causes problems like wanting to run away from home, avoiding arguments, and feeling emotions like being really mad or sad. Additionally, the study found that when children witness domestic violence, they might develop issues with anger. This can show up as bullying or being aggressive, feeling frustrated a lot, acting out in a mean way, and having big tantrums. The research also showed that children feeling shame or guilt during domestic violence might face long-term effects. They might isolate themselves, struggle to focus, lose interest in things they liked before, and even skip school to cope with these feelings of shame or guilt. Conclusion: This study highlights the severe impact of domestic violence on children, causing fear and various negative outcomes such as anger issues, bullying, and emotional struggles. The findings indicate the importance of early interventions led by professionals such as social workers and school counsellors. Community-wide v awareness campaigns are also recommended to educate the public about the harmful effects of domestic violence on children and the crucial role of intervention and support. Thesis Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/123456789/1590 2024-01-01T00:00:00Z http://hdl.handle.net/123456789/1406 The Impact of Maternal on Children's Health and Education Outcomes Southern Africa Labour and Development Research Unit; Little, M; Ardington, C The HIV/AIDS pandemic continues to have a devastating impact, particularly on the lives of sub‐Saharan African children. In addition to reversing the downward secular trend in infant and child mortality, HIV/AIDS has orphaned millions of children. Substantial progress has been made in reducing mother‐to‐child transmission, but rates of orphanhood continue to climb despite increased availability of antiretroviral therapy. UNAIDS estimates that in sub‐Saharan Africa in 2014, 11 million children under the age of 18 had lost one or both of their parents to AIDS (UNAIDS 2016). Fri, 01 Jan 2016 00:00:00 GMT http://hdl.handle.net/123456789/1406 2016-01-01T00:00:00Z http://hdl.handle.net/123456789/1403 Analysing the Links Between Child Health and Education Outcomes: Evidence from National Income Dynamics Study (NIDS) Waves 1-4 Southern Aafrica Labour and Development Research Unit; Casale, D The paper focuses on the relationship between child health and education outcomes in the National Income Dynamics Study (NIDS)panel data. NIDS collects detailed information on the health status of children, including anthropometric data, and on their progression through the schooling system, providing the unique opportunity to analyse the implications of child health for human capital accumulation over the life-cycle at the national level.The 1993 Project for Statistics on Living Standards and Development (PSLSD) also collected data on both anthropometric and education outcomes for a nationally representative sample, but only at the cross‐section, while other longitudinal studies for South Africa with this information are region‐specific, have smaller sample sizes, and are from a much earlier period. Fri, 01 Jan 2016 00:00:00 GMT http://hdl.handle.net/123456789/1403 2016-01-01T00:00:00Z http://hdl.handle.net/123456789/1399 An Investigation of the Challenges Affecting Reading in the Foundation Phase in Rural Areas of Bolobedu, Limpopo Province Mafokwane, MF This study aims to investigate the challenges affecting reading in the foundation phase and to explore the different approaches that teachers use to address them. The research is qualitative in nature and used a case study approach. Data was collected through semi-structured interviews, observations, and document analyses. Participants were teachers from two different schools in the rural areas of Bolobedu, Limpopo Province of South Africa. The data collected revealed the challenges encountered by teachers in teaching reading in the foundation phase of schooling. I also analysed documents that teachers used in teaching reading. The documents were used to triangulate the data obtained through observations and interviews. Content analysis was used to interpret and make meaning of the data. The findings revealed challenges of a socio-economic nature, parental involvement, family roles, poverty, teacher competency, availability of resources and language barriers leading to barriers to reading. In addressing these challenges, teachers rely on workshops, phase and grade meetings and their personal experiences. Sun, 01 Jan 2017 00:00:00 GMT http://hdl.handle.net/123456789/1399 2017-01-01T00:00:00Z