Die swart kind in Suid-Afrika is weens die proses van akkulturasie blootgestel aan die westerse kultuur. Die veranderende sosiale omgewing waarin hy hom bevind, ontwrig sy bestaanswyse sodanig dat sy geestesgesondheid in gedrang kom. 'n Tekort aan swart opvoedkundige-sielkundiges gee aanleiding tot kruiskulturele betrokkenheid om in die behoefte aan pedoterapeutiese begeleiding in die swart gemeenskap te kan voorsien. Kruiskulturele terapie staan in die brandpunt van die swart kleuter se geestesgesondheidsorg. Die taalprobleem, 'n kultuurvakuum, rassevooroordeel, sosiale verskille en selfs lewensopvatlike verskille, kan kommunikasieprobleme meebring. Daar is bevind dat kennis aangaande die swart kind se kultuur en sy sosiale strukture kan bydra tot begrip van die kind. Akkulturasie verminder kultuurverskille in afwykings in Suid-Afrika. 'n Universele benadering in terapie, wat oor die grense van kultuurinhoud strek, word aanbeveel om die afwykenheid op te hef. Speel as kommunikasiemedium is aan die hand gedoen om die swart kind se betekeniswereld aan die orde te stel. Die speelgoed, speletjies en speelwyses van die swart kind is beskou ten einde die speelmateriaal vir kruiskulturele terapie te kon saamstel. Verder blyk dit dat die speelterapeut se houding van warmte, empatie en opregtheid van deurslaggewende belang kan wees om rapport met die kind te stig. Terapeutiese verandering berus op 'n leerproses; 'n ervaring en verkenning waarvan die kwaliteit daarvan afhang van die interaksie tussen twee persone in die hier-en-nou en nie soseer deur hulle kulturele agtergrond nie. Voortspruitend uit die navorsingbevindinge word bepaalde aanbevelings gemaak ten aansien van die rol van die terapeut as die fasiliteerder van die speelgebeure en ook ten aansien van kruiskulturele terapie. Verder is aanbevelings gedoen omtrent die toerusting van die speelruimte, speelmateriaal, speelgoed en speelwyses van die swart kind. Dit blyk dat daar ruimte is vir verdere navors1ng op die gebied van die onderskeie pedagogiek-dissiplines ten opsigte van kruiskulturele bemoeienis met die kind. Die terapeut het 'n professionele verantwoordelikheid teenoor die swart kind met probleme wat op hom aangewys is vir hulp. Verder het die terapeut ook 'n verantwoordelikheid teenoor die samelewing deur die uiteenlopenheid van die menslike natuur te erken, te aanvaar en te respekteer. Dit is nie die verskille tussen mense nie, maar dit is die houding wat die individu teenoor daardie verskille inneem, wat as struikelblokke in die weg le tot sinvolle kultuurkontak. Verskille sal daar altyd wees, maar houdings kan verander. ENGLISH : The black child in South-Africa is exposed to the western culture. Due to the process of acculturation he finds himself in a changing social environment which disrupts his existing social security in such a way, that his mentality becomes affected. A shortage of black Educational Psychologists in the community, leads to cross-cultural involvement to provide in the need for pedotherapeutical guidance. Cross-cultural therapy seems to be the centre of attention concerning the mentality of the black child. The language problem, a cultural vacuum, racial discrimination, social differences and even differences concerning view of life, may cause communication problems. Knowledge concerning the black culture as well as social structures in the community of the black child, contribute to a relationship of understanding. In South-Africa the cultural differences concerning deviation decreases due to acculturation. An universal approach in therapy, which extend the boundaries of the con tense of a culture, is recommended to abolish deviation. Play as a medium of communication is advocated to put right the experiences of the black child. The toys, games and ways of playing of the black child is studied in order to compile the equipment necessary for cross-cultural therapy. The warm, sincere and empathic attitude of the therapist plays a vital part in the therepeutical relationship. Therapeutical changes submit to a learning process: experiencing and exploring a relationship from which the quality depend upon the two persons involve in the here-and-now and not upon their cultural background. The relationship and interaction between the therapist and the child is of greater importance than their cultural differences. From the research results certain recommendations are done with regard to the role of the therapist as well as with regard to cross-cultural therapy. Further recommendation concern the equiping of the playroom, playthings, toys and games of the black child. The final conclusion of this study is that the therapist has a proffesional responsibility to the black child in need. Further more the therapist carries a responsibility towards the society to acknowledge, to accept and to respect the divergence of human nature. It is not the differences between people, but their attitudes towards these differences, which stand in the way of closer cultural contact. There will always be differences, but attitudes are adaptable. / Dissertation (MEd)--University of Pretoria, 1991. / Educational Psychology / unrestricted