Thesis (Ph.D.(Opv. Sielk.)--Universiteit van Pretoria, 2000. / Includes bibliographical references.

Department of Educational Leadership

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2756.

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The problem with which this investigation was concerned was that of determining whether role playing could be used successfully to help elementary school children clarify selected values claims. The changes in children's values claims were measured by using the Semantic Differential developed by Osgood and others. This study had a threefold purpose. The first was to determine if children's values claims in the third grade could be changed by a concentrated program of role playing. The second was to determine whether children's values claims in the fifth grade could be changed by a concentrated program of role playing. The third was to determine if there was a difference in the amount of change in third- and fifth-grade children's values claims after both grades had experienced a concentrated program of role playing. The following conclusions were reached: (1) Role playing experiences can be used successfully to change third-grade children's values claims in respect to the concepts of honesty and consideration of others. (2) Whether role playing can be used successfully with third-grade children to change their values claims in regard to respect for property is open to question. (3) Whether role playing can be used successfully with fifth-grade children to change their values claims in regard to honesty, consideration of others, and respect for property is open to question. The study implied that (1) role playing may be more effective with children in the third grade than with children in the fifth grade, (2) role playing may be more effective with some values claims than with others, (3) though the changes made by the fifth grade after role-playing experiences were not significant, they were in the positive direction. Consequently it is entirely possible that role playing could have been more effective with the fifth grade under differing circumstances, (4) significant changes in values occur slowly, and programs to change values should be extended over long periods of time.

AFRIKAANS: In hierdie studie is daar primêr vasgestel op watter wyse die skool 'n bydrae kan lewer om gesinslewe in Suid-Afrika te bevorder. Tegnologiese, industriële en ekonomiese ontwikkeling het daartoe gelei dat ouers dikwels nie hulle opvoedingsverant-woordelikheid na behore nakom nie, sodat die skool in 'n toenemende mate ook opvoedingstake soos vredes-, verkeersveiligheids-, geslags- en gesinsopvoeding moet oomeem. Die belangrike rol van die skool as 'n instansie wat in diens van die gemeenskap bestaan en wat ook as aanvullende ouer vir die kind moet dien, het baie duidelik in die studie na vore gekom. Die feit dat die skool daarom ook die gesinsproblematiek in die samelewing behoort aan te spreek, het, tesame met die feit dat die Interim Kernsillabus vir Voorligting emstige tekorte toon en onvoldoende leiding aan die opvoeder gee, aanleiding gegee tot die primêre navorsingsvraag: Hoe moet 'n Gesinsopvoedingsprogram vir leerders daaruit sien om hulle voor te berei vir verryking van hulle huidige asook hulle toekomstige persoonlike en gesinslewe? In Hoofstuk 2 is daar deur 'n situasie-analise 'n studie gemaak van die eietydse gesinsproblematiek. Die kwesbaarheid van die moderne gesin het 'n sterk kontras gevorm met die hegte pre-industriële gesin. Die wyse waarop maatskaplike druk en tegnologiese vooruitgang bygedra het tot die ontaarding van en funksieverskuiwing in die eietydse gesinslewe, het bygedra tot groter begrip vir die disfunksionering van die gesin van die een-en-twintigste eeu. Deur 'n studie van die manifestasies van bovermelde disfunksionering in die gesin is gesinspatologieë geïdentifiseer. In Hoofstuk 3 is Gesinsopvoeding vanuit internasionale perspektief bestudeer. Uit die studie het dit duidelik geword dat Gesinsopvoedingsprogramme in die buiteland ook daarop gemik is om sowel die persoonlike as die gesinslewe van die kind te bevorder. Die Histories-Opvoedkundige studie van Gesinsopvoeding in Suid-Afrika, word in Hoofstuk 4 beskryf. Die Interim Kernsillabus vir Voorligting van die Departement van Onderwys is ook bestudeer en tekorte en gebreke is geïdentifiseer. Een van die opvallendste gebreke in die vroeë sillabusse vir Gesinsopvoeding op Nasionale vlak, is die miskenning van die multikulturele behoeftes van die Suid-Afrikaanse samelewing. Die ontwerp van 'n leerprogram vir Gesinsopvoeding in skole is in Hoofstuk 5 gedoen. Gesinsopvoeding is op wetenskaplike wyse en ooreenkomstig pedagogiese grondstrukture, gefundeer. Die mees resente Onderwyswetgewing en beleidsdokument wat betrekking kan hê op die kurrikulering van 'n leerprogram vir Gesinsopvoeding is in ag geneem en 'n uitgebreide studie van Uitkomsgebaseerde Onderwys en riglyne vir opvoeders is verskaf aan die hand waarvan leergeleenthede ooreenkomstig die Uitkomsgebaseerde Onderrigbenadering en die behoeftes van elke besondere klasgroep beplan kan word. 'n Leerprogram vir die Grondslagfase, Intermediêre Fase, Senior Fase en Verdere Onderwys en Opleidingsband is ontwerp. Die onderskeie temas is verbesonder met die oog op die vervulling van die Kritieke Uitkomstes en Spesifieke Uitkomstes. Die Gesinsopvoedingsprogram is ontwerp om aan die eise en behoeftes van die gemeenskap, soos in die situasie-analise geopenbaar, asook aan die vereistes wat deur onderwysowerhede gestel word, byvoorbeeld die eis van Uitkomsgebaseerde Onderwys te voldoen. Die totale ontwerp is uitgevoer ooreenkomstig wetenskaplike vereistes soos daargestel deur 'n verantwoordelike kurrikuleringsproses. ENGLISH: This study primarily aimed to determine how the school could contribute towards promoting family life in South Africa. Technological, industrial and economic development led to parents often not fulfilling their responsibility to bring up their children adequately. This resulted in the school progressively taking over upbringing tasks such as teaching traffic safety, peace, sex education and family education. The important role of the school as an institution serving society and its complementary parental role emerged very clearly in this study. The fact that the school should address family problems in society, together with serious shortcomings and inadequate guidance to the educator in the Interim Core Syllabus for Guidance, gave rise to the formulation of the primary research problem: What should a Family Education Programme for learners be like in order to prepare them for the enrichment of their present and their future personal and family life? Chapter 2 presented a study of contemporary family problems by way of a situation analysis. The vulnerability of the family formed a sharp contrast with the close pre¬industrial family. The way in which social pressure and economic development contributed to the degeneration and shift in function of contemporary family life, contributed to greater understanding of the disfunctioning of the family in the twentieth century. Through a study of the manifestations of the above-mentioned disfunctionings in the family, family pathologies were identified. In Chapter 3 Family Education was studied from international perspective. It became apparent that Family Education Programmes abroad were aimed at promoting both the personal and the family life of the child. In Chapter 4 the historical educational study of Family Education in South Africa was described. The Interim Core Syllabus for Guidance of the Department of Education was also studied and shortcomings and flaws were identified. One of the most conspicuous flaws in the earlier syllabuses for Family Education on national level was the disregard for multicultural needs of the South African society. In Chapter 5 a learning programme for Family Education in schools was developed. It was based on scientific principles and founded according to pedagogic ground structures. The most recent legislation concerning education and policy documents regarding the curriculation of a learning programme for Family Education were taken into account and an extended study of Outcomes-Based Education was undertaken and applied to Family Education. Examples and guidelines for educators were provided according to which learning opportunities in accordance with Outcomes-Based Education and the needs of every particular class group may be planned. Learning programmes were designed for the Foundation, Intermediate, Senior Phases and the Further Education and Training Band. Different themes were specified with a view to meeting the Critical and the Specific Outcomes. The Family Education Programme was designed to fulfill the demands and needs of society as revealed in the situation analysis as well as the demands made by education authorities, for example, the demand for Outcomes-Based Education. The entire design was executed according to the demands made by a responsible curriculum process. / Thesis (PhD (Educational Studies))--University of Pretoria, 2007. / Curriculum Studies / Unrestricted

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University of Macau / Faculty of Education