Summaries in Afrikaans and English / Die primere skoolkind bevind horn in 'n fase van groot verandering wat aanpassings verg en hoe eise stel. Die ervaringe wat die kind gedurende hierdie tydperk opdoen, is beduidend omdat dit sy vormingsjare is. Omdat die kind nie altyd kan verbaliseer watter probleme hy ervaar nie, is met hierdie studie gepoog om vas te stel of skooltekeninge van enige diagnostiese waarde kan wees om die kind in nood te verstaan. Die empiriese studie het bewys dat skooltekeninge nie net waarde as 'n identifiseringsmedium inhou nie, maar ook as 'n aanvullende ortopedagogiese medium aangewend kan word. Die kind neig om sy probleme, persepsies, houdings en so meer visueel te projekteer. Hoewel hierdie studie bevindinge van vroeere navorsing bevestig, is bepaalde verskille ook geidentifiseer. Die studie is afgesluit met riglyne vir die gebruik van skooltekeninge, asook aanbevelings met die oog op die verfyning van hierdie projeksiemedium. / The primary school child finds himself in a phase of great change which makes high demands and requires adjustments. What happens to the child during these years is critical because these are foundation laying years. Because a child is not always able to verbalise problems which he may experience, this study is an . endeavour to determine whether school drawings have any diagnostic value to identify a child in need. The empirical study has confirmed that school drawings have diagnostic value not only as a medium of identification, but also as a supplementary orthopedagogical medium. The child· tends to project his problems, perceptions and attitude visually. Although this study confirms findings of previous studies, certain differences were also identified. The study was concluded with guidelines for the use of school drawings, as well as recommendations regarding the refinement of this projection medium. / Psychology of Education / M. Ed. (met spesialisering in Voorligting)

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

The aim of this study was to critically examine the role and function of emotions in primary school children's meaningful learning. Emotions that are commonly experienced by primary school children were identified and an indication was given of how they relate to meaningful learning. Factors that affect both emotions and meaningful learning were also discussed. In an empirical investigation that was undertaken, it was found that emotions influence meaningful learning of primary school children either positively or negatively. The following emotions pointed to both positive and negative significant correlations with regard to meaningful learning: anger, aggression, anxiety, fear, love, joy and affection. Factors like family size, gender and the environment (life world of primary school children) also influence meaningful learning. / Psychology of Education / M.Ed.(Psychology of Education)

This study was aimed at the description of how to support the emotional awareness of the primary school child through Gestalt Play Therapy. The research strategy enclosed case studies. A supportive literature study was done with regard to awareness, emotional awareness, emotional intelligence, emotional skills, social skills, self-esteem, the primary school child and Gestalt Play Therapy. In the implementation of the research study two case studies were described. The sampling method was based on a non-probability sampling technique. The criteria of the respondents were emotional and social inadequate functioning. Case study one functioned emotional and social inadequately as a result of the family moving. Case study two was involved in bullying activities at the school. Respectively ten and eleven therapeutic sessions of one hour each over a period of ten and eleven weeks were conducted. Both children did benefit from the Gestalt Play Therapeutic intervension. Their awareness with regard to themselves and their own experience brought them in contact with themselves, which is necessary for healthy child development. / Social Work / M.Diac.(Play Therapy) / Text in Afrikaans

Text in Afrikaans / During the initial stages of Gestalt play therapy qualitative assessment is vital within the therapeutic relationship, to gain information about the child in order to strengthen this relationship, enhance awareness and for further interventions. Research confirmed the lack and problems with current assessment tools, within various helping professions, which were addressed in this study. The board game, as a Gestalt assessment tool, was compiled for the primary school child and focuses on the therapeutic relationship, sensory stimulation and the process of the child (Schoeman-3-aspect model). Information was gathered by a literature review, semi structured interviews with two professionals and by observing the application of the board game. Valuable information was gathered concerning the child and was strengthened by literature. Relevant conclusions and recommendations were made. This board game can be effectively used by play therapists in the initial stages of assessment with the primary school child, for relationship building, sensory stimulation and determining the child's process. / Social Work / M.Diac.

The diploma thesis Cross-curricular Links Matching Proposed Curriculum for Lower Primary School deals with an issue of cross-curricular links and their usage in Maths teaching. The thesis is divided into a theoretical and practical part. The theoretical part provides an analysis of issues of cross-curricular links and curriculum integration, it introduces The Framework Educational Programme for Basic Education, characterises a curriculum of Maths and its application and other areas of education with which a link within the practical part was implemented. It also summarises important features of a Middle Primary School child and it surveys a quality of cross-curricular links usage in contemporary textbooks of Maths. The practical part contains a set of exercises that combine curricula of two areas to apply the cross-curricular links which are intended for practical usage in teaching at Lower Primary School, and evaluating part that describes and evaluates a practical course of implementation.

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Die primere skoolkind bevind horn in 'n fase van groot verandering wat aanpassings verg en hoe eise stel. Die ervaringe wat die kind gedurende hierdie tydperk opdoen, is beduidend omdat dit sy vormingsjare is. Omdat die kind nie altyd kan verbaliseer watter probleme hy ervaar nie, is met hierdie studie gepoog om vas te stel of skooltekeninge van enige diagnostiese waarde kan wees om die kind in nood te verstaan. Die empiriese studie het bewys dat skooltekeninge nie net waarde as 'n identifiseringsmedium inhou nie, maar ook as 'n aanvullende ortopedagogiese medium aangewend kan word. Die kind neig om sy probleme, persepsies, houdings en so meer visueel te projekteer. Hoewel hierdie studie bevindinge van vroeere navorsing bevestig, is bepaalde verskille ook geidentifiseer. Die studie is afgesluit met riglyne vir die gebruik van skooltekeninge, asook aanbevelings met die oog op die verfyning van hierdie projeksiemedium. / The primary school child finds himself in a phase of great change which makes high demands and requires adjustments. What happens to the child during these years is critical because these are foundation laying years. Because a child is not always able to verbalise problems which he may experience, this study is an . endeavour to determine whether school drawings have any diagnostic value to identify a child in need. The empirical study has confirmed that school drawings have diagnostic value not only as a medium of identification, but also as a supplementary orthopedagogical medium. The child· tends to project his problems, perceptions and attitude visually. Although this study confirms findings of previous studies, certain differences were also identified. The study was concluded with guidelines for the use of school drawings, as well as recommendations regarding the refinement of this projection medium. / Psychology of Education / M. Ed. (met spesialisering in Voorligting)

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

The aim of this study was to critically examine the role and function of emotions in primary school children's meaningful learning. Emotions that are commonly experienced by primary school children were identified and an indication was given of how they relate to meaningful learning. Factors that affect both emotions and meaningful learning were also discussed. In an empirical investigation that was undertaken, it was found that emotions influence meaningful learning of primary school children either positively or negatively. The following emotions pointed to both positive and negative significant correlations with regard to meaningful learning: anger, aggression, anxiety, fear, love, joy and affection. Factors like family size, gender and the environment (life world of primary school children) also influence meaningful learning. / Psychology of Education / M.Ed.(Psychology of Education)