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La directionnalité de l’écrit : Evolution développementale et contribution au traitement des formes de lettres / Writing directionality : Developmental evolution and contribution to the processing of the shapes of lettersPortex, Marine 12 December 2017 (has links)
La directionnalité est une composante perceptivo-motrice et culturellement déterminée qui intervient de façon prééminente dans l’acquisition initiale de l’écriture. Cette thèse visait à apporter des données empiriques et des éclairages théoriques nouveaux sur 1) son évolution au cours du développement et, 2) sa contribution à la production et à la reconnaissance des formes de lettres. Ces deux axes de recherche ont été déclinés en cinq études. Une première étude investiguait le poids de l’influence culturelle sur la directionnalité graphique au long du développement. Elle permettait de comparer les performances de tracé chez des enfants âgés de 5 à 9 ans dans des conditions où des contraintes biomécaniques, syntaxiques et sémantiques variaient. Les résultats faisaient apparaître un renforcement de l’influence culturelle sur la directionnalité graphique à partir de 6 ans. Cependant, les enfants les plus âgés (9 ans) se montraient capables d’adopter des procédures plus flexibles et de se désengager de contraintes culturelles afin de satisfaire des contraintes contextuelles. La deuxième étude examinait l’évolution développementale de la directionnalité de l’écrit chez des enfants âgés de 4 à 11 ans en comparant la production de formes communes à l’écriture et au dessin. Les résultats obtenus mettaient en évidence une acquisition synchrone des invariants universels (i.e., l’écriture est uni-directionnelle) et des spécificités culturelles du système d’écriture (i.e., la langue est transcrite de gauche à droite). Dans le deuxième axe de recherche, deux études avaient pour objectif de mettre à l’épreuve des faits des hypothèses explicatives récentes de l’écriture en miroir dans l’acquisition initiale et typique de l’écrit. La comparaison de productions en temps réel et appariées d’écritures en miroir et d’écritures conventionnelles chez des enfants pré-lettrés révélait une implication majeure de la directionnalité de l’écrit et une invariance cinématique. Enfin, la dernière étude a permis de mettre en évidence, à l’aide d’un paradigme d’entrainement, une contribution de la directionnalité de l’écriture au rappel de l’orientation de lettres a été mise en évidence chez des enfants pré-lettrés. Les résultats obtenus sont discutés dans une approche incarnée de la cognition et des pistes pédagogiques sont amorcées. / Directionality is a crucial perceptual-motor and culturally-based component of early writing acquisition. This research was aimed at providing empirical data and new theoretical insights on 1) its developmental evolution and, 2) its contribution to the production and the recognition of the shapes of letters. Five studies have been devised to fulfill the research objectives.The first study was aimed at investigating how print experience, as a cultural factor, influences directional tendencies in children’s drawing in the interplay with biomechanical, syntactic and semantic factors. Results showed a reinforcement of cultural influence on directional tendencies from 6 years onward. Older children were better able to disengage from a prevalent embodied behavior to meet contextual constraints. The second study examined the specific developmental evolution of writing directionality in children aged from 4 to 11 years while producing the same shapes in both writing and drawing tasks. The results suggested that universal and culture-specific features of writing appear concomitantly and early on in children’s productions. Another two studies were aimed to empirically test competing accounts of mirror writing in preliterate children. On-line productions of paired conventional and mirror writings revealed a predominant role of writing directionality and a kinematic invariance. Finally, a training study showed a contribution of writing directionality to the subsequent recall of the shapes of letters. Results are discussed in terms of embodiment and perspectives in educational settings.
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Effets à long terme de la prématurité sur les habiletés perceptivo-motrices chez des enfants âgés de 8 ans / Long-term effects of prematurity on perceptual-motor skills in children aged 8 yearsMadelaine, Charline 06 September 2019 (has links)
La naissance prématurée se caractérise par des expériences multisensorielles et sensorimotrices atypiques lors d’une période du développement très sensible à ces dernières (Koenig-Zores & Kuhn, 2016). Les recherches ont mis en évidence un impact significatif de la prématurité sur le développement des enfants (Marret et al., 2015) induisant notamment des troubles perceptivo-moteurs avec ou sans troubles neurologiques associés (De Rose et al., 2013). Cependant, si beaucoup d’études portent sur la motricité des nouveau-nés et nourrissons nés prématurés, peu de données existent sur le développement perceptivo-moteur des enfants nés prématurés sans diagnostic de trouble neurodéveloppemental. La question principale abordée dans cette thèse est de savoir si la prématurité n’induit pas des signatures motrices spécifiques, même en absence de ces troubles. Dans l’objectif de répondre à cette question, différents tests standardisés, et trois tâches expérimentales impliquant la perception des équivalences intermodalitaires, la coordination visuomotrice et le contrôle postural, ont été proposés à 48 enfants nés à terme et 32 enfants nés grands prématurés sans diagnostic de trouble neurodéveloppemental et tous âgés de 8 ans. Les résultats ont mis en évidence dans les deux groupes des habiletés comparables de perception des équivalences intermodalitaires dans les modalités haptique et visuelle. Cependant, ils ont aussi révélé une efficience moindre de la coordination visuomotrice et du contrôle postural chez les enfants nés prématurés en comparaison des enfants nés à terme. Ces différences suggèrent des processus perceptivo-moteurs différents chez les enfants nés grands prématurés sans diagnostic de trouble neurodéveloppemental âgés de 8 ans. Ces résultats offrent ainsi de nouvelles perspectives cliniques, notamment d’évaluation plus fine des habiletés perceptivo-motrices, ainsi que de nouveaux questionnements de recherche sur les trajectoires développementales de ces mêmes habiletés et des réseaux neuronaux sous-jacents chez les enfants nés prématurés. / Preterm birth is associated with atypical multisensory and sensorimotor experiences during a period of development sensitive to these experiences (Koenig-Zores & Kuhn, 2016). The studies showed a significant impact of prematurity on children development (Marret et al., 2015), such as perceptual-motor disorders, with or without associated neurological disorders (De Rose et al., 2013). However, even though there are many studies on motor abilities of preterm newborns and preterm infants, little data exists on perceptual-motor development of preterm children without neurodevelopmental disorders. The main question addressed in this thesis is to know whether prematurity does induce specific motor signatures, even in the absence of neurodevelopmental disorders. To answer this question, different standardized tests and three research tasks involving perception of intersensory equivalences, visuomotor coordination, and postural control, have been proposed to 48 full-term children and 32 very preterm children without any diagnosis of neurodevelopmental disorders, all aged 8 years old. The results revealed comparable perception abilities of intersensory equivalences in haptic and visual modalities in the preterm and the full-term groups. However, they also showed a lower efficiency of visuomotor coordination and postural control in the preterm children compared to the full-term children. These observations suggest different perceptual-motor processes in very preterm children without diagnosis of neurodevelopmental disorders at the age of 8. The results offer new clinical opportunities for a more precise evaluation of perceptual-motor abilities, and new research questions about developmental trajectories of perceptual-motor abilities and underlying neuronal networks, in preterm children.
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Psychomotor ability and learning potential as predictors of driver and machine operator performance in a road construction companyOlivier, Louis Petrus 06 1900 (has links)
The changing nature of work and its competitive characteristics are global phenomena and are mainly fuelled by ongoing technological advancement. This creates unique challenges for talent attraction and the retention of high performing individuals. In addition, the global workforce is becoming more diverse due to demographic, societal and cultural changes and companies are placing greater demands on employee competency and performance. Managing the human factor as a strategic asset in organisations remains a primary challenge in securing a competitive advantage.
The road construction industry in South Africa is no different. There is growing competition between civil engineering contractors to secure tenders and to maximise profitability. This is only possible with a sufficient and sustainable labour force. Valid selection processes are therefore required to ensure that the most productive individuals are selected for the most suitable jobs. Reliable and valid performance predictors will assist employers in making appropriate selection decisions. Selecting high performing individuals will support and enhance overall organisational performance.
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In this study the investigation focused on whether psychomotor ability and learning potential are statistically significant predictors of work performance - with specific reference to drivers and machine operators in a road construction company. A quantitative approach was followed to investigate the relationships between variables, or then the prediction of one dependent variable (driver and machine operator performance) by means of two independent variables (psychomotor ability and learning potential).
Results from the study did not indicate any statistically significant relationships between the variables. Only scientifically validated assessment instruments were used in the study - which means the findings led to a renewed focus on the importance of performance measurement and the psychometric quality (reliability and validity) of performance data. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)
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Padronização brasileira do Teste Bender Koppitz-2 em crianças da cidade de São Paulo / Brazilian standardization of the Bender Koppitz -2 Test in children from São Paulo cityEsteves, Cristiano 08 July 2015 (has links)
O Teste Guestáltico Visomotor de Bender é um teste psicológico utilizado em psicodiagnósticos infantis nas áreas clínica e neuropsicológica, embora existam adaptações para adolescentes e adultos. Em crianças seu uso se destina a avaliações da maturidade percepto-motora ou organização visomotora, diagnósticos de lesões cerebrais e perturbações emocionais, podendo também ser utilizado como uma técnica projetiva. Para os adultos é empregado tanto como uma técnica projetiva quanto para a identificação de alguns indicadores psicopatológicos e neuropsicológicos. Desde a sua elaboração em 1938 por Lauretta Bender, diversos sistemas de aplicação e avaliação foram desenvolvidos, sendo um dos mais conhecidos o de Elizabeth Koppitz. A tarefa a ser realizada pelo examinando consiste na reprodução de alguns desenhos, que podem ser somente copiados ou copiados e posteriormente reproduzidos de memória, dependendo do sistema utilizado. A avaliação consiste na análise da forma e precisão com que os desenhos são realizados. Um dos mais novos sistemas de avaliação é o Teste Bender Koppitz-2 proposto por Reynolds, que não é somente uma revisão, mas também uma extensão e um redesenvolvimento do sistema Koppitz original e que foi desenvolvido com o objetivo de avaliar a capacidade de integração visomotora. A principal diferença em relação ao teste original é que são acrescentados novos modelos mais fáceis, para as crianças mais novas, e mais difíceis, para as mais velhas, além dos nove propostos por Bender. Também foi ampliada a faixa etária de utilização, que passou a ser de 5 a 85 anos. Além disso, enquanto na avaliação do teste original são pontuados os erros na reprodução dos desenhos, na versão atual são pontuados os acertos, ou seja, o quanto eles foram bem realizados. O objetivo deste trabalho foi realizar estudos de validade, fidedignidade e normatização do Sistema Koppitiz-2 em crianças de escolas públicas da cidade de São Paulo. A amostra foi composta por 623 crianças, sendo 51,7% do sexo feminino e 48,3% do masculino. As idades variaram entre 6 e 12 anos (média= 9,05 anos e DP=1,86) e a escolaridade entre um e nove anos de estudo. A validade foi investigada em relação ao desenvolvimento e pela relação com outros testes, o Teste de Inteligência Não Verbal - R-2 e as Figuras Complexas de Rey e pela correlação com a versão original do teste. A fidedignidade foi estudada pelos métodos do teste e reteste, precisão entre avaliadores e consistência interna. Os testes foram aplicados individualmente e as crianças que participaram dos diferentes estudos foram incluídas na amostra total. As análises foram conduzidas separadamente para as crianças de 6 e 7 anos e para as de 8 a 12 anos, uma vez que os sistemas de pontuação baseados na qualidade da execução dos desenhos são diferentes em função da idade. Os resultados mostraram correlações entre 0,616 e 0,648 para os mais novos e entre 0,647 e 0,778 para os mais velhos com as Figuras Complexas de Rey. Em relação ao R-2 as correlações variaram entre 0,542 e 0,638 e 0,439 e 0,667 (respectivamente para os mais novos e mais velhos). As correlações com o sistema Koppitz foram de -0,646 para os mais novos e -0,566 para os mais velhos. Quanto à Fidedignidade, as correlações entre o teste e o reteste variaram entre 0,794 e 0,837 para os mais jovens e 0,745 e 0,964 para os mais velhos. Os valores do Alfa de Cronbach variaram entre 0,716 e 0,879 e para a precisão entre avaliadores as correlações foram de 0,966 para os mais novos e 0,972 para os mais velhos. Foram realizadas análises de variância em função da idade, sexo e tipo de escola, cujos resultados indicaram a necessidade de normas em percentil separadas em relação a essas três variáveis, já que as médias dos grupos se diferenciaram estatisticamente em relação a elas, com destaque para as diferenças entre as médias dos mais velhos que tenderam a ser maiores do que as dos mais novos, ainda que não em todos os casos. Os resultados indicaram adequados índices de validade e fidedignidade para o Koppitz-2 que confirmam suas propriedades psicométricas, caracterizando-o como um instrumento que pode ser utilizado nas avaliações da capacidade de integração visomotora de crianças de 6 a 12 anos nos psicodiagnósticos para os mais diversos fins. No entanto ainda serão necessárias algumas revisões nos critérios de avaliação, que em alguns casos, se mostraram pouco definidos / The Bender Gestalt Test is a psychological test used in children diagnosis in clinical and neuropsychological areas, although there are adaptations for adolescents and adults. It is used to the assessments of perceptual-motor maturity or visual-motor organization, diagnosis of brain injuries and emotional disorders of children, and may also be used as a projective technique. For adults it is used both as a projective technique as well as for the identification of some psychopathological and neuropsychological indicators. Since it was published in 1938 by Lauretta Bender, many systems of administration and scoring have been developed, being one of the most known the system of Elizabeth Koppitz. The task to be performed by the examinee is to reproduce some drawings, which can only be copied or be copied and then reproduced by memory, depending on the system used. The evaluation consists in the analysis of the shape and the accuracy in which the drawings are done. One of the newest assessment systems is the Bender Koppitz-2 Test, proposed by Reynolds, which is not only a review, but also an extension and redevelopment of the original Koppitz system that was developed with the purpose of evaluate the visualmotor integration ability. The main difference is that new easier models for youngest children are added in the new test, and more difficult for the older ones, besides the nine, proposed by Bender. It has also been expanded the age range of use, from 5 to 85 years old. Furthermore, while in the evaluation of the original test errors are scored, in the current version the correct reproduction of the drawings are scored instead, meaning how well they were made. The goal of this work was to establish validity, reliability and the standardization of the Koppitiz-2 system to children from public schools in the city of São Paulo. The sample consisted of 623 children, being 51.7% female and 48.3% male. The ages ranged from 6 to 12 years of age (average = 9.05 years, SD = 1.86) and education between one and nine years of study. The validity was investigated in relation to the development and by the relationship with other tests: The Nonverbal Intelligence Test R-2, the Rey Complex Figures and the original version of the test. The reliability was studied by the methods of test and retest, interscorers reliability and internal consistency. The tests were applied individually and children who participated in the different studies were included in the total sample. The analyses were made separately for children of 6 and 7 years old and from 8 to 12 years old since the scoring systems based on the quality of the drawings are different depending on the age. The results showed correlations between 0.616 and 0.648 for the youngest ones and between 0.647 and 0.778 for oldest ones with the Rey Complex Figure. Regarding the R-2, correlations ranged between 0.542 and 0.638 and 0.439 and 0.667 (respectively for the youngest and oldest children). The correlations with the original Koppitz system were -0.646 for the youngest ones and -0.566 for the oldest ones. Reliability coefficients between test and retest varied between 0.794 and 0.837 for youngest and 0.745 and 0.964 for the oldest. The Cronbach\'s alpha ranged between 0.716 and 0.879 and the interscorers reliability correlations were 0.966 for the youngest ones and 0.972 for the oldest ones. Analysis of variance were performed according to age, sex and type of school, since their results indicated the need for standards in separate percentile to these three variables, and the average of the groups differed statistically in relation to them, especially the differences between the means of the oldest, who tended to be higher than of the youngest, but not in all cases. The results indicated adequate validity and reliability indices for the Koppitz-2, that confirm its psychometric properties, characterizing it as a tool that can be used in assessment of visual motor integration ability of children between 6-12 years of age in psychodiagnosis for various purposes. However some revisions will be required in the assessment criteria which, in some cases, proved to be poorly defined
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"From mimism to music in the child" : an oral-style contextual reading of the primary learning theory of Marcel Jousse with special reference to Rudolf Laban.Conolly, Joan Lucy. January 1995 (has links)
In the essay, "From Mimism to Music in the Child" (1935), Jousse, the French linguistic anthropologist, * describes the process whereby instinctive learning takes place and develops into cognitive motor skills in the Child; *
traces the connections between the stages of learning and the skills acquired by the Child. These skills include gestural mimic imitation, drawing, listening, speaking, and musical expression; * makes specific recommendations about the process of teaching the Child; * relates the stages in the early learning processes in the Child to the development globally and universally of the anthropos; * demonstrates the relationship between Man and his fellows, both as individuals and as expression of cultural distinction, and between Man and the universe; * comments on the distinction between human and animal learning capacities; * explains the roles of key features in human expression; *explains aspects of cultural and linguistic change; * comments on cultural and linguistic change.
In this research-essay, I am * attempting to clarify, in various degrees, all of the above: the learning issues receive more attention than do the rest; *
attempting to identify the similarities and differences between the thinking and views on learning of Jousse with those particularly of Rudolf Laban, and incidentally of Montessori and Lenneberg; * demonstrating an 'Oral-Style text'. The Introduction to this research-essay summarises the thinking of Jousse and Laban. The Body of the study: * provides biographical information about Jousse and Laban; * explains the difficulties and problems encountered with the text of the essay "From Mimism to Music in the Child"; * comments on the nature and operation of Oral-Style texts and their cognitive and affective influence upon the reader; * contextualises and interprets the text of the essay, "From Mimism and Music in the Child".
The Conclusion adds comments, and suggests areas for further study and investigation. / Thesis (M.A.)-University of Natal, 1995.
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Psychomotor ability and learning potential as predictors of driver and machine operator performance in a road construction companyOlivier, Louis Petrus 06 1900 (has links)
The changing nature of work and its competitive characteristics are global phenomena and are mainly fuelled by ongoing technological advancement. This creates unique challenges for talent attraction and the retention of high performing individuals. In addition, the global workforce is becoming more diverse due to demographic, societal and cultural changes and companies are placing greater demands on employee competency and performance. Managing the human factor as a strategic asset in organisations remains a primary challenge in securing a competitive advantage.
The road construction industry in South Africa is no different. There is growing competition between civil engineering contractors to secure tenders and to maximise profitability. This is only possible with a sufficient and sustainable labour force. Valid selection processes are therefore required to ensure that the most productive individuals are selected for the most suitable jobs. Reliable and valid performance predictors will assist employers in making appropriate selection decisions. Selecting high performing individuals will support and enhance overall organisational performance.
ix
In this study the investigation focused on whether psychomotor ability and learning potential are statistically significant predictors of work performance - with specific reference to drivers and machine operators in a road construction company. A quantitative approach was followed to investigate the relationships between variables, or then the prediction of one dependent variable (driver and machine operator performance) by means of two independent variables (psychomotor ability and learning potential).
Results from the study did not indicate any statistically significant relationships between the variables. Only scientifically validated assessment instruments were used in the study - which means the findings led to a renewed focus on the importance of performance measurement and the psychometric quality (reliability and validity) of performance data. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)
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Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle ErasmusErasmus, Myrtle January 2012 (has links)
The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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Riglyne vir 'n perseptueel-motoriese intervensieprogram om die leergereedheid van Graad-R-leerders te verhoog / Myrtle ErasmusErasmus, Myrtle January 2012 (has links)
The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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