German text / In dieser Forschungsarbeit werden Merkmale eines missionalen Lebensstils und deren transformatorische Auswirkungen erforscht, um gesellschaftliche Formen der Gemeinde- und Glaubenspraxis zu entwickeln. Im Zentrum steht eine empirisch-theologische Untersuchung einer Wohn- und Lebensgemeinschaft in einem sozialen Brennpunkt. Mit den Mitgliedern wurde in einen Zeitraum von über einem Jahr regelmäßig eine Gruppendiskussion durchgeführt, deren Auswertung mit Hilfe der Methode der Grounded Theory (Strauss/Corbin) erfolgte. Die Ergebnisse der Datenanalyse wurden dann mit den aktuellen praktisch-theologischen Ansätzen zur Thematik sowie mit lerntheoretischen Ansätzen in Beziehung gesetzt, um Folgerungen für eine transformatorische und ganzheitliche Gemeinde- und Glaubenspraxis im sozialen Brennpunkt zu ziehen. Die erzielten Ergebnisse zeigen die Chance, Wichtigkeit und Herausforderung die diese Arbeit mit sich bringt. Die vorliegende erste qualitative Studie zu dieser Thematik möchte Wohn- und Lebensgemeinschaften in der Ausübung eines missionalen Lebensstils Orientierung und Hilfestellung bieten und einen Forschungsbeitrag zur aktuellen Debatte um den Begriff „missional“ im Kontext der Praktischen Theologie geben. / This research study examines characteristic traits of a missional lifestyle and its transformatory effects, in order to develop societal forms of church and faith practice. At the centre of the study is the empirical-theological exploration of a communal living project in a socially deprived locality. Members regularly took part in group discussions over the course of more than a year, the results of which were evaluated with the help of the Grounded Theory Method (Strauss/Corbin). The results of the data analysis were then set in relation to the current practicaltheological approaches to the topic, as well as to learning theoretical approaches, in order to draw conclusions for a transformatory and holistic church and faith practice in a socially deprived locality. The results reveal the opportunities, challenges and significance of this work. This research, the first qualitative study on the topic, intends to provide communal living projects with the orientation and support required for a missional lifestyle, and to contribute to the current debate about the term "missional" through an exploration of practical theology. / Practical Theology / M. Th. (Practical Theology)

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

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

German text / In dieser Forschungsarbeit werden Merkmale eines missionalen Lebensstils und deren transformatorische Auswirkungen erforscht, um gesellschaftliche Formen der Gemeinde- und Glaubenspraxis zu entwickeln. Im Zentrum steht eine empirisch-theologische Untersuchung einer Wohn- und Lebensgemeinschaft in einem sozialen Brennpunkt. Mit den Mitgliedern wurde in einen Zeitraum von über einem Jahr regelmäßig eine Gruppendiskussion durchgeführt, deren Auswertung mit Hilfe der Methode der Grounded Theory (Strauss/Corbin) erfolgte. Die Ergebnisse der Datenanalyse wurden dann mit den aktuellen praktisch-theologischen Ansätzen zur Thematik sowie mit lerntheoretischen Ansätzen in Beziehung gesetzt, um Folgerungen für eine transformatorische und ganzheitliche Gemeinde- und Glaubenspraxis im sozialen Brennpunkt zu ziehen. Die erzielten Ergebnisse zeigen die Chance, Wichtigkeit und Herausforderung die diese Arbeit mit sich bringt. Die vorliegende erste qualitative Studie zu dieser Thematik möchte Wohn- und Lebensgemeinschaften in der Ausübung eines missionalen Lebensstils Orientierung und Hilfestellung bieten und einen Forschungsbeitrag zur aktuellen Debatte um den Begriff „missional“ im Kontext der Praktischen Theologie geben. / This research study examines characteristic traits of a missional lifestyle and its transformatory effects, in order to develop societal forms of church and faith practice. At the centre of the study is the empirical-theological exploration of a communal living project in a socially deprived locality. Members regularly took part in group discussions over the course of more than a year, the results of which were evaluated with the help of the Grounded Theory Method (Strauss/Corbin). The results of the data analysis were then set in relation to the current practicaltheological approaches to the topic, as well as to learning theoretical approaches, in order to draw conclusions for a transformatory and holistic church and faith practice in a socially deprived locality. The results reveal the opportunities, challenges and significance of this work. This research, the first qualitative study on the topic, intends to provide communal living projects with the orientation and support required for a missional lifestyle, and to contribute to the current debate about the term "missional" through an exploration of practical theology. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

German text / Die Forschungsarbeit evaluiert den Projektstatus des sozial-missionarischen Familienzent-rums FACE in Berlin, Märkisches Viertel. Dafür wurde in der Dissertation zunächst der theo-logische und sozialwissenschaftliche Rahmen, in dem die Forschung geschieht, umrissen. Dabei nehmen das Konzept der Gemeinwesendiakonie, sowie die Korrelation zwischen Dia-konie und Mission einen besonderen Raum ein. Die Projektentwicklung basiert auf Idee des gesellschaftsrelevanten Gemeindebaus (Zyklus gesellschaftsrelevanter Gemeindearbeit; ZGG), dessen Anwendung in einem nächsten Schritt dokumentiert und daraufhin anhand des empirisch-theologischen Praxiszyklus (ETP) analy-siert wird. Das Ziel der qualitativen Untersuchung ist es herauszufinden, ob FACE eine ge-sellschaftliche Relevanz hat. Wie haben Nachbarn des FACE, das Familienzentrum persön-lich wahrgenommen und hat der Kontakt mit FACE zu Veränderungen in ihrem Leben ge-führt? Die abschließende missiologische Interpretation der Forschungsarbeit erfolgt mit Hilfe des Entwurfs der „trialogischen Interaktion des missionalen Gesprächs“ zwischen Evangelium, Kirche und Kultur. / This research study evaluates the project status of the family centre for social and missionary work FACE in Berlin, Märkisches Viertel. The dissertation starts out with an outline of the theological and social-scientific framework which determines the research work. Within this framework, the concept of community diaconia as well as the correlation between diaconia and mission are dominant. The project is based on the idea of socially-relevant church devel-opment (Zyklus gesellschaftsrelevanter Gemeindearbeit; ZGG), which in a following step is documented in its application and then analysed using the empirical-theological practice cy-cle. It is the objective of this qualitative study to determine whether FACE has social rele-vance. How did neighbours perceive FACE? Did contact with FACE lead to changes in their lives? The concluding missiological interpretation of the research study is conducted follow-ing the structure of the „trialogical interaction of missional conversation“ between the gospel, church and culture. / Christian Spirituality, Church History & Missiology / M. Th. (Missiology)

German text / Die Forschungsarbeit evaluiert den Projektstatus des sozial-missionarischen Familienzent-rums FACE in Berlin, Märkisches Viertel. Dafür wurde in der Dissertation zunächst der theo-logische und sozialwissenschaftliche Rahmen, in dem die Forschung geschieht, umrissen. Dabei nehmen das Konzept der Gemeinwesendiakonie, sowie die Korrelation zwischen Dia-konie und Mission einen besonderen Raum ein. Die Projektentwicklung basiert auf Idee des gesellschaftsrelevanten Gemeindebaus (Zyklus gesellschaftsrelevanter Gemeindearbeit; ZGG), dessen Anwendung in einem nächsten Schritt dokumentiert und daraufhin anhand des empirisch-theologischen Praxiszyklus (ETP) analy-siert wird. Das Ziel der qualitativen Untersuchung ist es herauszufinden, ob FACE eine ge-sellschaftliche Relevanz hat. Wie haben Nachbarn des FACE, das Familienzentrum persön-lich wahrgenommen und hat der Kontakt mit FACE zu Veränderungen in ihrem Leben ge-führt? Die abschließende missiologische Interpretation der Forschungsarbeit erfolgt mit Hilfe des Entwurfs der „trialogischen Interaktion des missionalen Gesprächs“ zwischen Evangelium, Kirche und Kultur. / This research study evaluates the project status of the family centre for social and missionary work FACE in Berlin, Märkisches Viertel. The dissertation starts out with an outline of the theological and social-scientific framework which determines the research work. Within this framework, the concept of community diaconia as well as the correlation between diaconia and mission are dominant. The project is based on the idea of socially-relevant church devel-opment (Zyklus gesellschaftsrelevanter Gemeindearbeit; ZGG), which in a following step is documented in its application and then analysed using the empirical-theological practice cy-cle. It is the objective of this qualitative study to determine whether FACE has social rele-vance. How did neighbours perceive FACE? Did contact with FACE lead to changes in their lives? The concluding missiological interpretation of the research study is conducted follow-ing the structure of the „trialogical interaction of missional conversation“ between the gospel, church and culture. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)