Thesis "A professional care of children with school delay" is focused on the analysis of intervention for children with the recommended postponement of school attendance. in pre-school and preparatory classes in primary schools. The thesis also includes a scheme of a Special Education reeducational aids, which can be used for possible developmental disorders which limit children entrance into the compulsory school attendance in the prescribed age.

This thesis, which deals with the influence of the location of pre-kindergarten classes in elementary school, she devoted herself to the problems associated with this topic. And that is only 1 entry class, school readiness and related characteristics of the child in this age but also the continuity of preschool and primary education, which the most important areas, regarding the thesis topic, educational programs for preschool children organized by elementary school. One of these programs are also preschool classes located in the elementary school. And this location is the most devoted attention. This thesis explores and examines what are the positives of the location, whether they are seen as a negative. To meet the objectives of the thesis is mainly managed by teachers who have experience with children who attended classes in elementary school situated. Teachers in most expressed by children who attended the class, in the first class quickly adapt to the environment than children who attended a regular kindergarten class located in the building of a kindergarten. A few respondents expressed so that it can not yet judge, as they have with children attending preschool classes located in elementary school, little experience. Furthermore, the majority expressed a positive in this class so that it is...

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

本研究主要透過回溯方式探究幼兒弱勢因素、家庭社經、學前經驗、家長參與對幼兒就學準備度之影響；另，探究就學準備度對日後學習成就之影響及就學準備度對日後學習成就預測之重要領域能力，並比較弱勢及非弱勢幼兒之差異。 本研究透過問卷調查法，以弱勢幼兒為主要探究對象，以立意取樣方式選取南投縣草屯鎮及信義鄉352位三年級學童樣本回收率為71%。將教育弱勢幼兒定義為：偏遠地區、原住民、新移民子女及中低收入戶，樣本中弱勢學童占60.8%。研究工具分為三部分：(一)學童一、二及三年級學業成績，其中一年級學業成績採計五科作為就學準備度五領域之替代指標；二年級及三年級上學期成績則作為幼兒日後學習成就短及長期之替代指標。(二)兒童自評之生活適應問卷作為長期學習成就之另一替代指標。(三)透過自編之幼兒背景問卷、幼兒及小學時期家長問卷了解幼兒之基本資料及家長參與情形。本研究所使用的統計方法包含：描述性統計、交叉表分析、卡方分析、Pearson相關分析、T檢定、單因子變異數分析、線性迴歸及多元階層迴歸分析。 研究主要結論如下：(一) 弱勢因素對幼兒就學準備度有顯著之負項影響其影響可延伸至小學三年級。(二) 曾就讀幼兒園、就讀私立幼兒園對幼兒就學準備度及其日後學習成就有顯著正向影響，其影響可延伸至三年級。(三) 家庭社經、家長參與對幼兒就學準備度及其日後學習成就有顯著正向影響。(四) 就學準備度及學前因素為影響就學準備度之主要因素；弱勢因素及就學準備度為影響幼兒就學準備度及幼兒日後學習成就之主要因素。(五)弱勢幼兒就學準備度對日後短期及長期學習成就之預測力，較非弱勢幼兒高。(六) 弱勢幼兒就學準備度之數學及語文領域能力，能有效預測其日後二年級及三年級上學期之整體學業表現。(七) 非弱勢幼兒之幼兒就學準備度數學及語文領域能有效預測其二年級上學期之整體學業表現。 / The main purpose of this study is trying to figure out how disadvantaged factors, family Social Status, preschool experience and parental involvement will affect children’s school readiness and their later achievement. And try to find the connection between school readiness and later achievement, looking for the important school readiness area that can predict later achievement. Also try to compare the difference of above answers between disadvantaged and advantaged children’s. Ex-post-factor research and questionnaires investigate are used. Using purposive sampling, choosing Sinyi and Caotun 2 township of Nantou County, 352 3rd grade student are involved, and Effective response rate is 71%.There are 60.8%of sample are educational disadvantaged student. 3 main research tools are used：1. 1st grade’s academic score of 5 subject are using as the substitutes of school readiness performance;2nd grade’s academic score of all subject as substitutes of short-turn later achievement; 3nd grade’s academic score of all subject as substitutes of long-turn later achievement. 2. A children answered life adaptation questionnaire as another substitutes of long-turn later achievement.3. Using a self-edited student background and 2 parental involvement questionnaires. Data were analyzed by descriptive analysis, Crosstabs, Chi-square test, Pearson’s product-moment correlation, Spearman's rank correlation, t-test, linear regression, and multiple hierarchical regression analysis. The main finding of the study： 1. Disadvantaged factors have negative effects toward children’s school readiness and their later achievement. 2. Having the experience of preschool and going to private preschools have positive effects toward children’s school readiness and their later achievement. 3. Family social status and parental involvement have positive effects toward children’s school readiness and their later achievement. 4. Disadvantaged and preschool factors can and strongly predict children’s school readiness; disadvantaged factors and school readiness can strongly predict children’s later achievements. 5. School readiness can effectively predicts short and long-turn later achievements, and the effect is more significant on disadvantaged children. 6. Disadvantaged children’s school readiness of math and reading can strongly predict their short and long-turn later achievements. 7. Advantaged children’s school readiness math and reading can strongly predict their short-turn later achievements.

The aim of this study was to investigate the design and implementation of early intervention programmes used for disadvantaged learners in South Africa. The focus was on the Grade R class since it has been introduced to prepare learners for formal schooling. The extent to which the programme could influence the learner's skills were investigated. The design is defined in terms of the structure, goals, and content of the programme. The implementation strategy in this investigation is explained in broad terms to include ECD policies, delivery structures and modes, teacher preparedness and arrangements made at school level. The investigation was conducted as a case study in disadvantaged school-based Grade R classes of the Gauteng province. It established that the design of the Grade R programme followed the constructivist approach by combining the developmental and behavioural approaches to teaching. The design was commendable with regard to its goals and its duration. However, concerns were raised with regard to the structure and content of the Learning Area Programmes. An alternative design is recommended. The success of any programme depends to a large extent on implementation strategies used for delivery. This investigation established that policy formulation at national level followed international trends. Implementation power was devolved to the provincial departments in order to accommodate provincial diversity. However, structural deficits and undefined line functions were identified at provincial and district levels. The impact of this deficiency was evident in the Grade R classes. Finally this study concluded that although learners showed developmental gains, this cannot be regarded as the influence of the Grade R teaching because this age group is still developing and the change could be ascribed to maturation. The learners did not acquire basic literacy skills. Their poor language and intellectual abilities remain extremely low. / Educational Studies / D.Ed.(Psychology of Education)

In the diploma thesis I concentrated on an approach of preschool teachers to children whose school attendance was postponed. Thesis is divided in two parts. In theoretical part I deal with a definition of school maturity and readiness, which are the basics to find child's troubles with postponement of school attendance. Then I delineate present situation in the Czech Republic - I define contemporary concept of preschools, I deal with compulsory school education and possibility of postponement of school attendance. In the last chapter of the theoretical part I concentrate on the approach of teachers and in sub-chapters I define activities and impact which they have. In empirical part I used a snowball sampling to approach some preschool teachers. Eleven teachers from Prague and Plzeň region have participated the research. After filling in questionnaires focused on individual children whose school attendance will be postponed, questions were adapted to the main research method - interview. Using thematical analysis I discovered various approaches of teachers to organizing forms of work, cooperation with parents, cooperation with specialists, documents in preschools, contemporary perspective of postponement of school attendance in the Czech Republic.

This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which the quality of programmes could be assessed. The need for, and importance of, providing quality early childhood development programmes is highlighted. The influence of educational pf:lilosophies on programmes is recognised, hence the total development of the child and educational philosophies related thereto are discussed. Factors and components within programmes that contribute to high quality are explored. Moreover, criteria by means of which quality early childhood development programmes may be assessed, are provided. In this regard criteria for the formulation of aims, selection and the organisation of content, assessment, role of the teacher and parent involvement in programmes are suggested. It is against these criteria that selected early childhood development programmes in South Africa are described and analysed. programmes conclude the study. / Curriculum and Instructional Studies / M. Ed. (Didactics)

Summaries in Afrikaans and English / Hierdie studie spreek die emosionele skoolgereedheid van voorskoolse kinders aan. Die voorskoolse kind met sy basiese emosies vanuit sielkundig opvoedkundige perspektief word in die studie van naderby beskou. Tydens die studie is die basiese emosies volgens Plutchik (1980) wat bepalend vir die emosionele skoolgereedheid van die skooltoetreder is, geidentifiseer. Na aanleiding van nuwe insigte waartoe gekom is, het die navorser 'n eie emosionele skoolgereedheidsevalueringslys volgens Plutchik (1980) se basiese emosies antwerp, wat as 'n maatstaf vir die evaluering van emosionele skoolgereedheid kan dien. 'n Empiriese ondersoek is onderneem om te bepaal of 'n aantal proefpersone volgens n emosionele skoolgereedheidsevalueringslys emosioneel skoolgereed is al dan nie. Emosionele tekorte is vanuit die emosionele skoolgereedheidsevalueringslys geidentifiseer, waarna diagnostiese en terapeutiese tegnieke vir emosionele skoolgereedmaking kortliks bespreek is. Opvoedkundige sielkundiges kan die diagnostiese en terapeutiese tegnieke as hulpmiddel gebruik om emosionele tekorte, wat moontlik 'n blokkasie vir emosionele skoolgereedheid inhou, aan te spreek. / This stidu addresses the emotional school preparedness (readiness) of pre-primary children. The pre-primary child with his basic emotions from a psychological educational perspective is examined more closely in this study. During this study the basic emotions according to Plutchik {1980) that determine the emotional school readiness of the school entrant, were identified. On account of new insights gained, the researcher designed a school readiness evaluation list of her own according to Plutchik's (1980) basic emotions. This list can serve as a guideline for the evaluation of emotional school readiness. An empirical study was undertaken to determine whether a number of experimental subjects {children) were ready for school or not. Emotional deficiencies were identified by means of the emotional school readiness evaluation list, whereafter diagnostic and therapeutic techniques for the emotional preparation of children were briefly discussed. Educational psychologists can use these diagnostic and therapeutic techniques as an aid to address emotional deficiencies, which may impede the emotional school readiness of children. / Educational Studies / M. Ed. (met spesialisering in Voorligting)

No description available.

This thesis is dealing with the issues associated with the transition from pre-primary to primary education, with the understanding and cooperation of the family, which results in a trouble free admission of a child to primary school. The theoretical part of this thesis focuses on the aspects affecting the transition of a child from pri-primary to primary school, primarily the schools readiness and experience. Also focusing on the topic diagnosis, communication and types of cooperation between all participants involved. The practical part is produced on research of regional surveys, which reveal which actives are offered by primary schools for future entry students. How those activities are guiding and supporting the parents prepare their child for the start of compulsory school attendance which is seen as prevention of school failure. The aim of this thesis is to analyze the usual forms of activities offered by primary schools supporting cooperation between primary, pre-primary schools and the family. It Also presents how parents evaluate activities supporting trouble free admission of a child to first class primary school.