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1	Emosionele gereedmaking van voorskoolse kinders vir skooltoetrede / The emotional preparation of pre-primary children for school entry Scholtz, Janine 11 1900 (has links) 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) Emosionele gereedmaking Voorskoolse kinders Emosionele skoolgereedheid Basiese emosies van die voorskoolse kind Diagnostiese en terapeutiese tegnieke Emotional preparation Pre-primary children Emotional school readinessq Basic emotions of pre-primary children Diagnostic and therapeutic techniques School readiness evaluation list 372.1217 Education, Preschool Readiness for school Child psychology Emotions in children
2	Emosionele gereedmaking van voorskoolse kinders vir skooltoetrede / The emotional preparation of pre-primary children for school entry Scholtz, Janine 11 1900 (has links) 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) Emosionele gereedmaking Voorskoolse kinders Emosionele skoolgereedheid Basiese emosies van die voorskoolse kind Diagnostiese en terapeutiese tegnieke Emotional preparation Pre-primary children Emotional school readinessq Basic emotions of pre-primary children Diagnostic and therapeutic techniques School readiness evaluation list 372.1217 Education, Preschool Readiness for school Child psychology Emotions in children
3	Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig Heckroodt, Annétia Sophia 06 1900 (has links) Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education) Skoolgereedheidsevaluering Skoolbeginners Dinamiese evaluering Deurlopende evaluering Diagnostiese Toetsbattery Voortoets Natoets Aanvangsonderwys Brugperiodemodel Onderrigintervensie in toetssituasie Bemiddelde leer Sone van Naaste Ontwikkeling (SNO) Emosies en leer Ontwikkelingsfases Homogene bevoegdheidsgroepe School readiness evaluation School beginners Dynamic evaluation Continuous evaluation Battery of Diagnostic Tests Pre-Screening Test Post-Screening Test Initial teaching Bridging period model Teaching intervention in test situation Evaluation Mediated learning ZND (Zone of Next Development) Emotion and learning Developmental phases Homogeneous ability grouping 372.1264 Teachers -- Training of -- South Africa
4	Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrig Heckroodt, Annétia Sophia 06 1900 (has links) Summaries in Afrikaans and English / Text in Afrikaans / With compulsory education in the New South· Africa, an increase in the number of school beginners can be expected, together with the probability of large gaps in their readiness for school. In £his study, materials have been developed together with a structure for the organisation of teaching_~!?.r trainers/subject advisers, teachers and pupils, to ensure effective education for school beginners. The "Battery for the Assessment of Bridging period Yields" (BABY) has been developed as a valid, realiable and usable school readiness battery of tests for teachers as unregistered test users. The Pre-Test for division into homogeneous ability groups is applied shortly after entrance to school. The Battery of Diagnostic Tests ensures continuous evaluation of pupils during the school readiness programme. The Post-Test is applied at the end of the first term. In this dynamic interaction between tester and pupil in an instruction-test-instruction cycle, the pupils' readiness to progress with formal instruction is continuously evaluated. / Met verpligte onderwys in die Nuwe Suid-Afrika, kan 'n toename in die getal swart skoolbeginners ve:wag word, asook dat daar in hulle skoolvoorbereiding groot leemtes kan voorkom. In die onderhawige studie is hulpmiddels en 'n struktuur vir onderwysorganisasie vir opleiers/vakadviseurs, onderwyseresse en leerlinge ontwikkel om aan skoolbeginners effektiewe onderwys te verseker. Die "Battery for the Assessment of Bridging period Yields" (BABY), 'n geldige, betroubare en bruikbare skoolgereedheidstoetsbattery vir onderwyseresse as ongeregistreerde toetsgebruikers, is ontwikkel. Die Voortoets vtr indeling in homogene bevoegdheidsgroepe word kort na skooltoetrede toegepas. Die Diagnostiese Toetsbattery verseker deurlopende evaluering van leerlinge gedurende die skoolgereedmakingsprogram. Die Natoets word aan die einde van die eerste kwartaal toegepas. In hierdie dinamiese interaksie tussen toetser en leerling in 'n onderrig-toets-onderrig siklus, word leerlinge se gereedheid om met formele onderrig voort te gaan, deurlopend geevalueer. / Psychology og Education / M. Ed. (Psychology of Education) Skoolgereedheidsevaluering Skoolbeginners Dinamiese evaluering Deurlopende evaluering Diagnostiese Toetsbattery Voortoets Natoets Aanvangsonderwys Brugperiodemodel Onderrigintervensie in toetssituasie Bemiddelde leer Sone van Naaste Ontwikkeling (SNO) Emosies en leer Ontwikkelingsfases Homogene bevoegdheidsgroepe School readiness evaluation School beginners Dynamic evaluation Continuous evaluation Battery of Diagnostic Tests Pre-Screening Test Post-Screening Test Initial teaching Bridging period model Teaching intervention in test situation Evaluation Mediated learning ZND (Zone of Next Development) Emotion and learning Developmental phases Homogeneous ability grouping 372.1264 Teachers -- Training of -- South Africa

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