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Identifisering en meting van emosies by die primêreskoolleerder / The identification and measurement of the emotions of the primary school pupilBodenstein, Hermanus Carel Andries 03 1900 (has links)
Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school
Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for
this purpose. Initially a literature study was undertaken and emotions from the
developmental stages of primary school pupils were identified and described. An
existing instrument of measurement for personality, the Emotions Profile Index (EPI),
was adapted and implemented as a new measurement instrument to determine the
emotions of primary learners. Questionnaires were completed by the parents of 144
grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the
new measurement instrument is particularly high. Stanines were developed for each
of the different emotions. The conclusion arrived at is that the education psychologist
can implement the newly adapted EPI as diagnostic instrument and conduct the
planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan
bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande
meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as
nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer.
Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders
voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir
die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die
opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy
terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)
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A neurodevelopmental profile of infants with Fetal Alcohol Spectrum Disorder (FASD) in the Northern Cape region, South AfricaFourie, Leigh-Anne 30 November 2006 (has links)
Fetal Alcohol Syndrome (FAS) is a preventable cause of mental retardation and is the severest
category within Fetal Alcohol Spectrum Disorder (FASD). As gestational alcohol exposure
affects fetal cognitive functioning, children with FAS present with intellectual deficits.
Unfortunately FASD prevalence rates are increasing amongst infants and school-going
children. The main goal of this study was to compare the neurodevelopmental subscales of
infants diagnosed with FAS, Partial FAS and non- FAS. Seventy-four infants with confirmed
FAS, Partial FAS or Non- FAS diagnoses were assessed using the Griffiths Mental
Developmental Scale.
Development assessed at 7-12 and 17-29 months of age showed that, regardless of a FAS,
PFAS or Non-FAS diagnosis, all infants performed weaker at their assessment at 17-29
months. The Subscales significantly affected included Personal-Social, Eye- Hand
Coordination and Performance. The infants with FAS and PFAS displayed the most marked
developmental delays.
From this study it can be concluded that there are definite neurodevelopmental profiles for
infant's diagnosed with FAS, PFAS and/or Non-FAS, highlighting the significant impact of
prenatal alcohol exposure on various aspects of infant development. / Social work / M.Diac.
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Guidelines for a whole-school language policy in multicultural schoolsHendry, J. O. (John Owen), 1945- 06 1900 (has links)
This study explores approaches and strategies to implement in multicultural English-medium
secondary schools for the management and education of black pupils with limited proficiency
in English. It attempts to identify means of enhancing and accelerating the mastery by such
pupils of English at a level sufficient to support their cognitive-academic needs.
An account is given of those elements of the South African education system that have
contributed to the disadvantagement that such children bring to the multic,llttu'al classroom.
Relevant theories of bilingual education create a theoretical context for the qualitative research
that follows, in which the experiences are recorded of educators at three schools where the
needs of limited-English-proficient (LEI') pupils have been addressed. Data gathering was by
means of focus-group interviews.
Based Oll this research, guidelines are offered to help multicultural schools design policies and
implement programmes to accommodate the needs of LEP pupils. / Educational Studies / M.Ed. (Comparative Education)
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The effects of cognitive stimulation in the development of mathematics, Literacy and life-skills concepts in early childhoodStretch, Lauren 30 November 2009 (has links)
This study was conducted in order to assess the effects of cognitive stimulation in early
childhood. The quantitative study set out to test a target group of 40 children, ranging in age
from two years to three and a half years, in order to determine the importance of stimulation
and intervention from a young age. A pre-test evaluated the initial level of each child‟s
cognitive abilities (mathematics, literacy and life skills). This was followed by a random
selection of the subjects into experimental and control groups.
The experimental group underwent an eight-week intervention programme which focused on
the primary concepts in each area of cognitive development. The control and experimental
groups continued with their normal school learning programmes.
The results indicate that the impact of stimulation on young children is significant and there
is a great difference in the abilities and understanding of concepts for those children which
were stimulated individually, as compared with those children who were not so stimulated. / Teacher Education / M. Ed. (Psychology of Education)
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An evaluation of the implementation of the Namibian language-in-education policy in the upper primary phase in Oshana regionAusiku, Justus Kashindi 02 1900 (has links)
After independence, in 1990, the government of the Republic of Namibia perceived the need to replace
the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new
Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is
to evaluate the implementation of this policy in the upper primary schools in Oshana Region.
The findings of the study were analysed according to relevant literature to determine if they were in
line with the theories of language policy evaluation. At least five major findings emerged from this
study that are described in relation to relevant themes, namely; home language, language preferences,
language practices, policy awareness and government support. The study revealed that the majority of
learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In
addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers.
Furthermore, the study revealed that the majority of learners, teachers and principals preferred English
as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the
LoLT, both teachers and learners are still struggling to communicate in English. In general, successful
communication often takes place in Oshiwambo. The study revealed that the majority of teachers,
learners and parents are neither aware of the new LiEP nor were they consulted prior to its
implementation. In addition, the LiEP related materials are not available in most of the schools.
Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in
African languages. This shortage of textbooks prevents teachers from giving adequate homework to
learners. Consequently, the LiEP cannot be successfully implemented.
A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use
of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo
dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics / M.A. (Sociolinguistics)
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Effek van motoriese oefening op die leerder se leervermoë in die grondslagfase in die Hazyview streek, MpumalangaLubbe, Nadene 11 1900 (has links)
Afrikaans text / Die doel van hierdie studie was om te bepaal wat die invloed van motoriese oefening op die leervermoë van die leerder in die grondslagfase is. Vyf en twintig leerders is ewekansig verdeel in `n eksperimentele en kontrole groep. Oor `n tydperk van vyf weke, voor die aanvang van elke leerafdeling, het die eksperimentele groep, saam met die onderwyseres, klaskamer gebaseerde motoriese oefeninge verrig terwyl die kontrole groep geen intervensie ontvang het nie. Die Copeland’s checklist for Attention Deficit Disorder vraelys is as voor- en natoets gebruik. Na die afloop van die empiriese ondersoek het die eksperimentele groep `n verbetering getoon in onoplettendheid/afleibaarheid, impulsiwiteit, ooraktiwiteit/hiperaktiwiteit, onderaktiwiteit en aandagvermoë, terwyl die kontrole groep oor dieselfde tydperk verswak het of onveranderd gebly het. Die veranderinge was egter nie statisties betekenisvol (p≤0.05) nie. Hierdie resultaat dui slegs op „n tedens dat motoriese oefening 'n positiewe effek op die leerders se leervermoë in die grondslagfase het. / Educational Studies / M. Ed. (Educational Studies)
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Riglyne vir pleegouers by die bekendmaking van pediatriese MIVDavin, Reda J. (Reda Johanna) 05 October 2011 (has links)
Afrikaans text / Die studie ondersoek die leemte aan teoreties gefundeerde riglyne om pleegouers in die bekendmakingsproses van hulle kind se MIV-positiewe status te ondersteun Die studie geskied binne die teoretiese raamwerk van ʼn intervensienavorsingsmodel. In die empiriese navorsing is die vrese en probleme van pleegouers by die bekendmakingsproses ondersoek. Daar is bevind dat hierdie vrese en probleme in ag geneem moet word in die beoogde riglyne. Die kognitiewe ontwikkeling van die kind is deur middel van ʼn literatuurstudie ondersoek om vas te stel watter kennis, denke en inligting die kind op verskillende ouderdomme begryp. Daar is bevind dat kinders wat MIV-positief is, moontlike agterstande ondervind en dat die riglyne gevolglik gebaseer moet word op die toenemende ontwikkeling van die kind, met begrip vir individuele ontwikkelingsverskille. Voorts is bevind dat pleegouers se eie gereedheid ʼn belangrike rol speel. Alhoewel die pleegouer die bekendmakingsproses self moet aanvoer en hanteer is dit belangrik dat die pleegouers deur ʼn interdissiplinêre span ondersteun en begelei sal word. / This study investigates the absence of theoretical grounded guidelines to support foster parents when disclosing paediatric HIV. The study was done within the theoretical framework of an intervention research model. The empirical research investigated the fears and problems experienced by foster parents during the disclosure process. It was found that these fears and problems should be taken into account when compiling guidelines. The child‟s cognitive development was researched by way of a literary study in order to determine what knowledge, thoughts and information the child is able to grasp at different ages. It was found that children who are HIV positive could possibly lag behind and that the guidelines should therefore be based on the accumulative development of the child, with consideration given to individual developmental differences. Furthermore, it was established that foster parents‟ own readiness plays an important role. For this reason the foster parents should be supported and guided by an interdisciplinary team, but that they themselves should take care and execute the process of disclosure. / Social Work / M. Diac. (Spelterapie)
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The influence of schooling on the resilient behaviour and academic performance of poverty-stricken adolescents in Gauteng schoolsKuyper, Nadine 06 1900 (has links)
The social and economic environments in which children develop are regarded as important variables which relate to academic performance. In order to support learners in achieving academically, an understanding of the role of these different variables is essential. The aim of the study was to investigate the influence of additional educational support on the resilient behaviour and subsequent academic performance of adolescents in Grades 9 and 10. A sample of 117 high school adolescents was used. Schools that offer additional educational support tend, on average, to show a healthier teacher-learner relationship, more parental involvement, superior cognitive development and better study orientation. All these factors were also found to contribute to a learner’s potential to demonstrate resilient behaviour. Based on the literature study and the empirical investigation, recommendations to parents, teachers and schools have been made. / Psychology of Education / M. Ed. (Guidance and Counselling)
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Home factors related to poor academic performance in North West primary schoolsMonyela, Esther Diboaneng 11 1900 (has links)
A literature and an empirical study were undertaken to investigate home factors affecting the
academic performance of a group of learners in three primary schools in the Brits district.
From the literature it became evident that the early years of an individual's life are critical for
development, especially cognitive development. Parents, as a child's primary educators have an
important role to play in their child's cognitive development. By establishing a
challenging and stimulating environment in which the child is exposed to a variety of
experiences, the parents can enhance their child's cognitive development and by implication
his/her later academic performance. Various other factors such as parental involvement,
expectations, parenting style and home background were found to affect a child's academic
performance.
In the empirical study a group of academic achievers and underachievers were compared with regards
to early cognitive stimulation received, degree of parental involvement and the quality of
their homes. / Psychology of Education / M.Ed. (Specialisation in Guidance and Counselling)
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The socially isolated child at schoolBudhal, Richi 11 1900 (has links)
The phenomenon of social isolation among school children in most instances goes unnoticed by
both teachers and parents and this oversight could have serious negative restraints on the socially
isolated child's cognitive, affective, moral, personality and social development. Social isolation can
be caused either through being rejected or neglected by the peer group.
This study was carried out among primary and secondary school learners to detei:,mine the extent
to which these children are socially isolated; and to identify factors contributing to learners' social
isolation. The aim of the study is to provide teachers and parents with a foundation and rationale
for effective intervention.
A literature study was done to identify the factors influencing social isolation. Some of the factors
identified were: social competence, self-esteem, psychological well-being, intelligence, academic
achievement, moral values, physical disability, sports participation, self-perceived physical
attractiveness, self-perceived physical disability, marital status of parents, parental supervision,
parental acceptance, parental autonomy granting and parental conflict.
All aspects of development (namely, physical, cognitive, affective, personality, moral and social)
were studied in relation to the phenomenon of social isolation.
By means of an empirical investigation, it was found after a regression analysis that self-esteem,
obedience and social competence accounted for most of the variance in social isolation for
primary school learners and in the case of secondary school learners, social competence, family
supervision and self-esteem. The two most common factors were social competence and selfesteem.
From the empirical findings it was also noted that learners' home language and grade were
also associated with social isolation.
The educational implications of the findings of the literature and the empirical study are discussed
and guidelines given to assist teachers and parents to identify and eliminate the factors contributing
to the development of isolation among school learners. If both parents and teachers take
cognisance of these recommendations and try to implement them, it should help children in their
self-actualisation and facilitate their attainment of adulthood with the least developmental
restraints. / Psychology of Education / D. Ed. (Psychology of Education)
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