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Emosionele gereedmaking van voorskoolse kinders vir skooltoetrede / The emotional preparation of pre-primary children for school entryScholtz, 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)
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Emosionele gereedmaking van voorskoolse kinders vir skooltoetrede / The emotional preparation of pre-primary children for school entryScholtz, 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)
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Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrigHeckroodt, 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)
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Evaluering van skoolbeginners met die oog op effektiewe aanvangsonderrigHeckroodt, 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)
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