Thesis (MEd)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-level geometry. In order to inform teaching and curriculum design this study takes children's intuitive knowledge of boxes as point of departure to research the following aspects: • the meaning children assign to boxes • children's ability to create and manipulate mental images • children's strategies to solve a three dimensional construction problem • possible age and gender differences • the role of measurement • possible links with Van Hiele's thought levels Revised clinical interviews were conducted with groups of six to ten children. Each child could select an object from a set provided by the researcher and had to build a box from cardboard into which the object could fit. The problem-solving processes were captured on video. The children's boxes, verbal utterences and overt manipulation of the materials as well as the empirical referent objects were analised. The researcher made use of grounded theory procedure to analise and categorise the data. The research indicates that young children are not necessarily aware of the shape and structural properties of three-dimensional boxes. It is also evident that children's ability to represent properties of shape of boxes through language, drawing and hand movements does not necessarily indicate adequate understanding of the structural properties of boxes to enable them to build a box from two-dimensional materials. The research further indicates that aspects of representation that are judged to be based on lack of knowledge of conventions in a medium such as drawing, may have deeper intuitive and conceptual roots. An alternative view of childrens spatial/geometric thought on VanHiele level 0 is described based on their assignment of meaning to geometric tasks. / AFRIKAANSE OPSOMMING: Drie-dimensionele houers word allerweë as geskikte konteks vir aanvangsmeetkunde-onderrig beskou. In hierdie studie word kinders se intuïtiewe begrip van alledaagse houers of bokse as vertrekpunt gebruik om die volgende aspekte te ondersoek met die oog daarop om inligting te bekom vir kurrikulering: • die betekenis wat kinders aan bokse (as meetkundige objekte) toeken • kinders se vermoë om 'n denkbeeld te skep en te manipuleer • kinders se strategieë om 'n drie-dimensionele konstruksieprobleem op te los • moontlike ouderdoms- en geslagsverskille • die rol wat meting speel wanneer 'n drie-dimensionele konstruksieprobleem opgelos word • moontlike ooreenkomste met Van Hiele-denkvlakke 'n Taakgerigte ondersoek (revised clinical interview) is met groepies van ses tot tien kinders op 'n slag gedoen. Elke kind kon 'n voorwerp kies uit 'n versameling en moes 'n houer of boks uit karton bou waarin die voorwerp kon pas. Die probleemoplossingsproses is met 'n videokamera afgeneem. Die kinders se voltooide houers, taaluitinge en overte hantering van die empiriese verwysingsvoorwerpe en die materiaal waarmee hulle gewerk het, is as data ontleed. Die navorser het gebruik gemaak van die analitiese prosesse wat beskryf word as begronde teorie-ontwikkeling om die data te ontleed en te kategoriseer. Die navorsmg hat aangetoon dat jong kinders nie noodwending bewus is van die vorm- en strukturele eienskappe van drie-dimensionele houers nie. Verder is dit duidelik dat kinders se voorstellings van veral vormeienskappe van houers deur middel van taal, handbewegings en tekeninge, nie impliseer dat hulle die nodige begrip van die struktuur het om so 'n houer uit tweedimensionele materiaal te kan vervaardig nie. Die navorsing het verder aan die lig gebring dat aspekte van kinders se ruimtelike kennis wat voorheen as aanduiding van gebrekkige kennis van konvensies beskou is, moontlik dieper konseptuele wortels het. 'n Alternatiewe beskouing van kinders se ruimtelik-meetkundige denke op Van Hiele Vlak 0 word ook voorgestel.

Tesis (MA)--Stellenbosch University, 1994. / ENGLISH ABSTRACT: Visual-motor integration plays an important role in the development of a child. Developmental deficits in this area can, for example, be detrimental to a child's school-readiness or scholastic achievements. Visual-motor integration problems should be diagnosed as early as possible so that remediation can take place. The American Beery Developmental Test for Visual-Motor Integration (VMI) is widely used as a screening technique for visual-motor abilities by psychologists, occupational therapists, educators and remedial teachers in South Africa. In order to determine whether this American standardised test offers valid results for a group of South African subjects, the results of children in the VMI:1982 and VMI:1989 were compared to their results in the South African Copying Test. A sample of 40 pre-school children from a pre-primary school in Stellenbosch were selected. Only children with normal visual acuity, who had not undergone an occupational therapy evaluation, or school readiness test, during the previous three months, were included in the sample. A significant relationship was found between the results of the VMI:1982 and VMI:1989. The results of both the VMI:1982 and VMI:1989 correlated significantly with the results of the Copying Test. Performance in the tests correlated with chronological age as well as teacher evaluation of ability development. lt was concluded that the VMI may be regarded as a valid test of visual-motor integration in the group of subjects studied. lt is recommended that future studies including children from all cultural groups in South Africa should also be undertaken. / AFRIKAANSE OPSOMMING: Visueel-motoriese integrasie speel 'n belangrike rol in die ontwikkeling van die kind. Ontwikkelingsagterstande in hierdie area kan byvoorbeeld 'n kind se skoolgereedheid of skolastiese prestasie nadelig be"invloed. Probleme ten opsigte van visueel-motoriese integrasie behoort so vroeg as moontlik opgespoor te word sodat remediering kan geskied. Die Amerikaanse BeeryOntwikkelingstoets vir Visueei-Motoriese lntegrasie {VMI) word in Suid-Afrika wyd deur sielkundiges, arbeidsterapeute, opvoedkundiges en remedierende onderwysers benut vir die evaluering van visueel-motoriese vaardighede. Om te bepaal of hierdie Amerikaans gestandaardiseerde toets geldige resultate vir 'n groep SuidAfrikaanse toetslinge !ewer, is die prestasies van kinders in die VMI:1982, sowel as die VMI:1989 met hul prestasies in die Suid-Afrikaanse Natekentoets vergelyk. 'n Steekproef van 40 voorskoolse kinders uit 'n pre-primere skool op Stellenbosch is gekies. Slegs kinders met normale gesigskerpte, en diegene wat nie gedurende die vorige drie maande 'n arbeidsterapie- of skoolgereedheidsevaluering ondergaan het nie, is by die ondersoek ingesluit. Beduidende korrelasies is tussen die VMI:1982-resultate en VM1:1989-resultate bevind. Die resultate van beide die VMI:1982 en VMI:1989 het beduidend met die van die Natekentoets gekorreleer. Prestasie in die toetse het met kronologiese ouderdom, sowel as onderwyser-beoordelings van vaardigheidsontwikkeling, gekorreleer. Daar is tot die gevolgtrekking gekom dat die VMI wel geldige resultate in die geval van hierdie spesifieke ondersoekgroep gelewer het. Verdere navorsing, wat oak kinders uit alle kultuurgroepe in Suid-Afrika insluit, word aanbeveel.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek aan die hand van sewe internasionaal erkende psigometriese toetse. Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van terapie te bepaal. Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel gestremdes onderskei, bevestig. Die toets se geldigheid vir Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal. Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>, van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32 wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom, huistaal, sosio-ekonomiese status en skoolstanderd. Eksperimentele leerlinge het visuele terapie in n breer groepsverband vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel. Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp. t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe. Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot 'n oorhoofse verbetering in konseptualisering en intellektuele ryping by die groep wat terapie voltooi het. Skrif was die enigste vak wat by dieselfde groep beduidend verbeter het. Hierdie resultaat is egter twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually impaired pupils as a subgroup of the learning disabled, has been a controversy far decades. This controversy was investigated by means of seven internationally recognised psychometric tests. The internal consistency coefficients of these tests for the present study ranged from 0,62 to 0,95. A factor analysis of test intercorrelations revealed a common factor. Six tests were primarily visual perceptual, whilst the Goodenough (1926) scale determined intelligence. Additionally, pupils' performance in their first language, mathematics and writing, was used to assess the therapeutic effect. Subjects were diagnosed as visually perceptually impaired by an educational psychologist and a visual training centre in Pretoria where experimental pupils received therapy. These diagnoses were confirmed by the Test for Visual Analysis Skills, which significantly differentiates between the normal and visually perceptually impaired. This test's validity for South African circumstances was determined in a prestudy. One hundred and six, six to nine year old subjects <82 boys and 24 girls>, of normal intelligence, visual acuity and hearing, were involved. Fifty three formed the experimental group which was subdivided in 32 who completed therapy, and 21 who did not. These pupils were individualiy matched with controls of similar sex, age, home language, socio economic status and school standard. Experimental pupils received visual therapy within a broader group context for one hour per week. Therapy periods fluctuated between 4 and 15 months. The experimental design was a pretest-posttest two group design. t-Tests for dependant <matched) groups were conducted on the differences between pre and oosttest scores, as well as between the experimental and control groups. None of the primarily visual perceptual tests revealed significant results. This signifies the inefficiency of visual perceptual therapy to rectify the deficits at which it is directed. The value of visual perceptual therapy is, on the contrary, restricted to an overall improvement in conceptualization and intellectual maturation within the group which completed therapy. Writing was the only subject which improved significantly within the same group. However, this result is dubious, due to evaluation deficits. / Psychology / D.Litt. et Phil. (Psychology)

Summaries in Afrikaans and English / Text in Afrikaans / Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek aan die hand van sewe internasionaal erkende psigometriese toetse. Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van terapie te bepaal. Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel gestremdes onderskei, bevestig. Die toets se geldigheid vir Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal. Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>, van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32 wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom, huistaal, sosio-ekonomiese status en skoolstanderd. Eksperimentele leerlinge het visuele terapie in n breer groepsverband vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel. Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp. t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe. Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot 'n oorhoofse verbetering in konseptualisering en intellektuele ryping by die groep wat terapie voltooi het. Skrif was die enigste vak wat by dieselfde groep beduidend verbeter het. Hierdie resultaat is egter twyfelagtig vanwee beoordelingstekorte. / The value of visual perceptual training or therapy, to visually perceptually impaired pupils as a subgroup of the learning disabled, has been a controversy far decades. This controversy was investigated by means of seven internationally recognised psychometric tests. The internal consistency coefficients of these tests for the present study ranged from 0,62 to 0,95. A factor analysis of test intercorrelations revealed a common factor. Six tests were primarily visual perceptual, whilst the Goodenough (1926) scale determined intelligence. Additionally, pupils' performance in their first language, mathematics and writing, was used to assess the therapeutic effect. Subjects were diagnosed as visually perceptually impaired by an educational psychologist and a visual training centre in Pretoria where experimental pupils received therapy. These diagnoses were confirmed by the Test for Visual Analysis Skills, which significantly differentiates between the normal and visually perceptually impaired. This test's validity for South African circumstances was determined in a prestudy. One hundred and six, six to nine year old subjects <82 boys and 24 girls>, of normal intelligence, visual acuity and hearing, were involved. Fifty three formed the experimental group which was subdivided in 32 who completed therapy, and 21 who did not. These pupils were individualiy matched with controls of similar sex, age, home language, socio economic status and school standard. Experimental pupils received visual therapy within a broader group context for one hour per week. Therapy periods fluctuated between 4 and 15 months. The experimental design was a pretest-posttest two group design. t-Tests for dependant <matched) groups were conducted on the differences between pre and oosttest scores, as well as between the experimental and control groups. None of the primarily visual perceptual tests revealed significant results. This signifies the inefficiency of visual perceptual therapy to rectify the deficits at which it is directed. The value of visual perceptual therapy is, on the contrary, restricted to an overall improvement in conceptualization and intellectual maturation within the group which completed therapy. Writing was the only subject which improved significantly within the same group. However, this result is dubious, due to evaluation deficits. / Psychology / D.Litt. et Phil. (Psychology)