M.Ed. (Multicultural Education) / Adolescents are constantly expected to prepare themselves successfully to fit into a rapidly changing society. To be able to cope with rapidly changing circumstances and fit into a multicultural society, adolescents need to have certain knowledge, skills and attitudes. Adolescence is a time of life which is marked by rapid physical, social, emotional and intellectual changes. As adolescents are easily influenced during this period, it is of the utmost importance that they be taught content which will make it possible for them to acquire the necessary knowledge, skills and attitudes by means of which to fulfil their social, cultural and economical functions within a multicultural societv. A life skills programme in which the multicultural nature of the school and society has been taken into account in selecting its content can be used to teach the adolescent such knowledge, skills and attitudes. The content of such a life skills programme has to meet the criteria applicable to a multicultural curriculum. These life skills can then be taught to adolescents in schools by means of a multicultural life skills programme. This study therefore attempts to identify criteria according to which the evaluation of content for a life skills programme which will be taught in schools in the South African multicultural society, can be undertaken. These criteria have been adapted to form a checklist which can be used by persons who have to evaluate the content of a life skills programme for a multicultural school and society. These criteria should only be seen as a guideline and should be used by persons with a sound knowledge of multicultural education.

Adolescents, like all individuals, have a need to belong. Consequently, during the adolescent period, adolescents battle with the establishment and maintenance of meaningful relationships. Most of them, unfortunately, do not succeed to establish and maintain such relationships because of a lack of skills to do so. It appears, therefore, that If adolescents are to enhance their interpersonal relationships so as to enable themselves to self-actualize, they need to be taught interpersonal skills. One of the skills that they should be taught is the self-disclosure. As such, the first part of the literature study was devoted to the discussion of self disclosure. The study of literature revealed that self-disclosure has many aspects, the main ones being the nature of the self-disclosure content, self-discloser target, and concealment. In the second part of the literature study, attention was paid to the nature of interpersonal relationships with special reference to adolescents' relationships. The malysis of interpersonal relationships revealed that the establishment and maintenance, is well as the collapse of interpersonal relationships follow a particular pattern. Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish closure in their interpersonal relationships was gathered by means of various Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure. Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize were given. / Thesis (D. Ed.)

published_or_final_version / Education / Master / Master of Education

Adolescents, like all individuals, have a need to belong. Consequently, during the adolescent period, adolescents battle with the establishment and maintenance of meaningful relationships. Most of them, unfortunately, do not succeed to establish and maintain such relationships because of a lack of skills to do so. It appears, therefore, that If adolescents are to enhance their interpersonal relationships so as to enable themselves to self-actualize, they need to be taught interpersonal skills. One of the skills that they should be taught is the self-disclosure. As such, the first part of the literature study was devoted to the discussion of self disclosure. The study of literature revealed that self-disclosure has many aspects, the main ones being the nature of the self-disclosure content, self-discloser target, and concealment. In the second part of the literature study, attention was paid to the nature of interpersonal relationships with special reference to adolescents' relationships. The malysis of interpersonal relationships revealed that the establishment and maintenance, is well as the collapse of interpersonal relationships follow a particular pattern. Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish closure in their interpersonal relationships was gathered by means of various Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure. Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize were given. / Thesis (D. Ed.)

Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.

The dynamics of the social interaction within the cooperative learning group are accepted and considered to be one of the aspects that will influence the individual learner's feelings regarding the group activity. The impact of the groupings on the quality and quantity of the observable learning within the class is considered. For this study the cooperative learning groupings were manipulated, considering aspects of the learner's social relationships uncovered with the use of a social questionnaire, which the learners completed. These details were summarised by means of a sociometric table and a sociogram. This study approaches the topic from two main perspectives. Primarily observation and naive sketches, from the learners, formed the source of the data and provided the initial perspective on the area of study. From the viewpoint provided in this information specific grouping paramaters were applied to later groups of learners, and a survey conducted. / Educational Studies / M. Ed (Socio-Education)

Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.