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Voorskoolse kind en geletterdheidservaring. / The pre-school child and literacy experienceVan Wyk, Emilie Rosa 04 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers
behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan
ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die
grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie
moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele
komponent van en voorwaarde vir optimale ontwikkeling.
Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer
hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee
kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal
optimaal verwesenlik kan word.
In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders
wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering
waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive
mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool
years that the foundation is laid to make learning easier later on. Where early stimulation and
mediation is lacking it is very difficult later on to achieve positive results with the same inputs.
When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs
and concepts as "known" when he attends school, as he was already acquainted with them. The parents
can shape the pre-school years of the child in such a manner that the potential of the child can be
realised optimally.
In the empirical investigation parents were interviewed in order to determine the extent to which they
supplied intellectual stimulation to their pre-school children. According to the results it appears that
early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)
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Voorskoolse kind en geletterdheidservaring. / The pre-school child and literacy experienceVan Wyk, Emilie Rosa 04 1900 (has links)
Summaries in Afrikaans and English / Text in Afrikaans / Vanaf geboorte is die ouers en die omgewing wat hulle vir die kind skep van die uiterste belang. Ouers
behoort 'n ruimte te skep waar die kind intellektueel gestimuleer kan word, begeleide leerervaringe kan
ontvang en waar hy veiligheid en geborgenheid kan beleef Dit is in hierdie voorskoolse jare waar die
grondslag gele word vir latere leer. Waar vroee stimulering en bemiddeling ontbreek is dit later baie
moeilik om met insette dieselfde positiewe resultate te bereik. Begeleide leerervaringe is 'n essensiele
komponent van en voorwaarde vir optimale ontwikkeling.
Wanneer die kind aan geletterdheidervaringe blootgestel word in sy voorskoolse jare, kan hy, wanneer
hy skool toe gaan, die insette en konsepte as "bekend" ervaar, omdat hy reeds vroeg al daarmee
kennisgemaak het. Die ouers kan die kind se voorskoolse jare s6 ontwerp dat die kind se potensiaal
optimaal verwesenlik kan word.
In die empiriese ondersoek is onderhoude met ouers gevoer sodat hulle hul ervarings met hul kinders
wat hulle voorskools gestimuleer het, kon weergee. Volgens die resultate blyk dit dat vroee stimulering
waarskynlik 'n belangrike faktor is ten opsigte van latere prestasie. / Parents should create an atmosphere where the child can be stimulated intellectually, can receive
mediated learning experiences (MLE) and where he can experience safety and security. It is in the preschool
years that the foundation is laid to make learning easier later on. Where early stimulation and
mediation is lacking it is very difficult later on to achieve positive results with the same inputs.
When the child is exposed to literacy experiences in his pre-school years, he can experience the inputs
and concepts as "known" when he attends school, as he was already acquainted with them. The parents
can shape the pre-school years of the child in such a manner that the potential of the child can be
realised optimally.
In the empirical investigation parents were interviewed in order to determine the extent to which they
supplied intellectual stimulation to their pre-school children. According to the results it appears that
early stimulation is probably an important factor with regard to achievement in later years. / Psychology of Education / M. Ed. (Psychology of Education)
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Supervize organizace jako nástroj řízení rozvoje a změny / Supervision of An Organization as The Tool for Development and ChangeČerná, Markéta January 2010 (has links)
Masters thesis based on extensive research on different forms of supervision organizations in seven organizations providing social services to prevent, try to define this type of supervision and generalize some of his characters. Data on supervision in the organization was obtained by questionnaire survey and interviews with managers of the organization. As part of the research was further investigated by questionnaire survey of participating organizations, culture and searched for possible relationship between the implementation the supervision organization and levels of organizational culture. Empirical and theoretical part of this thesis is directed to the final discussion on supervision in the organization as an instrument of management development and change in organizations. KEY WORDS supervision organizations, culture of organization, reflection organization culture, development and chase management, strategic management, project management, couching, tools in phases changes
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