The study contributed to preschool education by highlighting the attitudes and perceptions of parents and preschool teachers and practitioners concerning preschool education in general, and the teaching of thinking skills in particular. Furthermore, information with regard to developing guidelines for a preschool learning programme to assist unqualified and underqualified preschool practitioners in predominantly rural areas was generated. The literature study revealed that all areas of development, that is, cognitive, physical, social, moral and emotional are interrelated. Therefore, development in cognition is influenced by, and influences the other areas. Cognitive development in particular, is most rapid during the preschool years and should be stimulated at this stage. A qualitative study was undertaken to determine the attitudes and perceptions of preschool teachers/practitioners and parents with regard to preschool education in general, and the teaching of thinking skills to enhance cognitive development in particular. Four preschools in Region 3 of the Northern Province were observed to investigate the teaching of thinking skills and also the learning programmes used in these institutions. The findings from the literature and research studies led to the following conclusions: * Parents are uninformed concerning their role in stimulating the cognitive development of their children. * Preschool education is regarded as being very important for children. * There are no prescribed learning programmes or explicitly stated guidelines underlying preschool education. * Thinking skills are taught to a greater or lesser extent in preschools, although the intentional mediation is missing. *The training of preschool practitioners is a neglected area. In view of the conclusions, the following recommendations were made: * Underqualified and unqualified preschool practitioners should receive training. * Partnership between parents and preschool practitioners should be encouraged to ensure continuity between the home and the preschool. * Parents' support programmes should be developed to empower them as their children's most significant mediators. * Thinking skills should be infused in preschool learning programmes and activities. * Remote, rural areas should be supported by the goverment and NGOs with the provision of preschool education. * Prescribed guidelines and learning programmes should be developed to assist unqualified and underqualified practitioners in rural and disadvantaged areas in the Northern Province. / Psychology of Education / D. Ed. (Psychology of Education)

The study contributed to preschool education by highlighting the attitudes and perceptions of parents and preschool teachers and practitioners concerning preschool education in general, and the teaching of thinking skills in particular. Furthermore, information with regard to developing guidelines for a preschool learning programme to assist unqualified and underqualified preschool practitioners in predominantly rural areas was generated. The literature study revealed that all areas of development, that is, cognitive, physical, social, moral and emotional are interrelated. Therefore, development in cognition is influenced by, and influences the other areas. Cognitive development in particular, is most rapid during the preschool years and should be stimulated at this stage. A qualitative study was undertaken to determine the attitudes and perceptions of preschool teachers/practitioners and parents with regard to preschool education in general, and the teaching of thinking skills to enhance cognitive development in particular. Four preschools in Region 3 of the Northern Province were observed to investigate the teaching of thinking skills and also the learning programmes used in these institutions. The findings from the literature and research studies led to the following conclusions: * Parents are uninformed concerning their role in stimulating the cognitive development of their children. * Preschool education is regarded as being very important for children. * There are no prescribed learning programmes or explicitly stated guidelines underlying preschool education. * Thinking skills are taught to a greater or lesser extent in preschools, although the intentional mediation is missing. *The training of preschool practitioners is a neglected area. In view of the conclusions, the following recommendations were made: * Underqualified and unqualified preschool practitioners should receive training. * Partnership between parents and preschool practitioners should be encouraged to ensure continuity between the home and the preschool. * Parents' support programmes should be developed to empower them as their children's most significant mediators. * Thinking skills should be infused in preschool learning programmes and activities. * Remote, rural areas should be supported by the goverment and NGOs with the provision of preschool education. * Prescribed guidelines and learning programmes should be developed to assist unqualified and underqualified practitioners in rural and disadvantaged areas in the Northern Province. / Psychology of Education / D. Ed. (Psychology of Education)