In this study the focus was on the use of play in the pastoral care of traumatized primary school children who lost a parent due to death. From the basic-theoretical research (chapters 2 and 3) it was clear that the guide- lines found in Deut 6:6 – 9 can be used by parents to convey information regarding death to their children. In Mark 10:13 - 16, Jesus' actions in everyday life emphasized the importance of children. If Jesus loved the marginalised and healed them, then He will also heal children from emotional hurt after the death of a parent. Paul showed in 1 Cor 9:19 - 23 that he followed the example set out by Jesus. He (Paul) removed all unnecessary obstacles in order to serve people at their own level. He did not compromise his values, but approached people on their level of understanding. In 1 Cor 13:11 Paul acknowledges the fact that children function in a different way than adults and that they therefore should be approached in a different way. In Zech 8:5, there is also a clear indication of the role of play in the lives of children. As death is a normal part of life, children will need to process the death of a parent through “play”. In chapter 3 a literature study was done that focused on the historical development of pastoral care of children. From this literature study it was clear that a strong relationship with a child, as well as knowledge regarding the child’s development and experience of trauma, are of critical importance. It was further found that play is a suitable methodology with regard to pastoral care with children. In this regard, there is tremendous potential in the use of stories and biblical narratives within the therapeutic environment. The meta-theoretical section (chapters 4 and 5) focused on contributions from the auxiliary sciences. Here, it appeared that the development phase of the primary school child has a particular role in their handling of the death of a parent. Attention was also given in particular to the impact of trauma in this regard on the brain. Furthermore, the origin and history of play therapy, as well as its use during the care taking process of children was investigated. During the empirical research in chapter 5 a proposed model that contains elements of play combined with a pastoral approach, was preliminarily tested to determine whether it could successfully be used during the care taking process of traumatized primary school children. In the practice theoretical section (chapter 6), through a hermeneutical interaction between the basic theoretical and meta-theoretical perspectives an attempt was made to formulate a practice theoretical model relating to the use of play as a tool in the process of pastoral care of the traumatized primary school child as a result of the death of a parent. The practice-oriented model is as follows: Session 1: Build a relationship. Session 2: The expansion of the relationship and the gathering of information. Session 3: Help with storms of life and emotions. Session 4: Examine all aspects of the funeral. Session 5: Discussion of changes. Session 6: Making of a memory box. Session 7: Giving hope to the child. The researcher is aware that there are no exact or correct steps to guide a child after the death of a parent. This model is simply a framework through which play, the unique language of children, can be combined with a pastoral approach to meaningfully guide emotionally wounded and traumatized children. / Thesis (PhD (Pastoral studies))--North-West University, Potchefstroom Campus, 2013.

In this study the focus was on the use of play in the pastoral care of traumatized primary school children who lost a parent due to death. From the basic-theoretical research (chapters 2 and 3) it was clear that the guide- lines found in Deut 6:6 – 9 can be used by parents to convey information regarding death to their children. In Mark 10:13 - 16, Jesus' actions in everyday life emphasized the importance of children. If Jesus loved the marginalised and healed them, then He will also heal children from emotional hurt after the death of a parent. Paul showed in 1 Cor 9:19 - 23 that he followed the example set out by Jesus. He (Paul) removed all unnecessary obstacles in order to serve people at their own level. He did not compromise his values, but approached people on their level of understanding. In 1 Cor 13:11 Paul acknowledges the fact that children function in a different way than adults and that they therefore should be approached in a different way. In Zech 8:5, there is also a clear indication of the role of play in the lives of children. As death is a normal part of life, children will need to process the death of a parent through “play”. In chapter 3 a literature study was done that focused on the historical development of pastoral care of children. From this literature study it was clear that a strong relationship with a child, as well as knowledge regarding the child’s development and experience of trauma, are of critical importance. It was further found that play is a suitable methodology with regard to pastoral care with children. In this regard, there is tremendous potential in the use of stories and biblical narratives within the therapeutic environment. The meta-theoretical section (chapters 4 and 5) focused on contributions from the auxiliary sciences. Here, it appeared that the development phase of the primary school child has a particular role in their handling of the death of a parent. Attention was also given in particular to the impact of trauma in this regard on the brain. Furthermore, the origin and history of play therapy, as well as its use during the care taking process of children was investigated. During the empirical research in chapter 5 a proposed model that contains elements of play combined with a pastoral approach, was preliminarily tested to determine whether it could successfully be used during the care taking process of traumatized primary school children. In the practice theoretical section (chapter 6), through a hermeneutical interaction between the basic theoretical and meta-theoretical perspectives an attempt was made to formulate a practice theoretical model relating to the use of play as a tool in the process of pastoral care of the traumatized primary school child as a result of the death of a parent. The practice-oriented model is as follows: Session 1: Build a relationship. Session 2: The expansion of the relationship and the gathering of information. Session 3: Help with storms of life and emotions. Session 4: Examine all aspects of the funeral. Session 5: Discussion of changes. Session 6: Making of a memory box. Session 7: Giving hope to the child. The researcher is aware that there are no exact or correct steps to guide a child after the death of a parent. This model is simply a framework through which play, the unique language of children, can be combined with a pastoral approach to meaningfully guide emotionally wounded and traumatized children. / Thesis (PhD (Pastoral studies))--North-West University, Potchefstroom Campus, 2013.

The researcher proposes guidelines in a model for pastoral counselling through the use of play with children. There is a new awareness of the place of the child in the church. The researcher has done pioneering work through the study in this area. An approach to the healing effects through play has been investigated with the direction of the Osmer model for practical theology.An Empirical study using the “mixed research method” was conducted and all results recorded. The appearances of child play and cultural practices surrounding the child in the Mediterranian world were examined. Jesus Christ’s approach, how He received the children and spoke out over them was investigated. The narratives, metaphors (parables) and projections of Scripture are of value. Play therapy developed from every physchological viewpoint and the researcher summarised major schools of psychology and showed the development of play therapy. The use of play therapy, resources and theories were discussed. A child first starts abstract reasoning at the age of eleven years, and until then their words are toys and language play. The researcher addresses issues of child theology. The history and background of pastoral counseling as a subdivision in practical theology was addressed. Incidences of pastoral moments occur naturally during the time of play. Prayer is an integral part of the planning and interpretation of events in the play room. Questions from the child about God, Jesus Christ, and the Holy Spirit are treated honestly and Scripturally. The counselor needs to be sensitve to the child’s search for God and to transfer Scriptural truth to the child. Human- and Scriptural views of the reformatory tradition is included in the appendix. / PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2014

The researcher proposes guidelines in a model for pastoral counselling through the use of play with children. There is a new awareness of the place of the child in the church. The researcher has done pioneering work through the study in this area. An approach to the healing effects through play has been investigated with the direction of the Osmer model for practical theology.An Empirical study using the “mixed research method” was conducted and all results recorded. The appearances of child play and cultural practices surrounding the child in the Mediterranian world were examined. Jesus Christ’s approach, how He received the children and spoke out over them was investigated. The narratives, metaphors (parables) and projections of Scripture are of value. Play therapy developed from every physchological viewpoint and the researcher summarised major schools of psychology and showed the development of play therapy. The use of play therapy, resources and theories were discussed. A child first starts abstract reasoning at the age of eleven years, and until then their words are toys and language play. The researcher addresses issues of child theology. The history and background of pastoral counseling as a subdivision in practical theology was addressed. Incidences of pastoral moments occur naturally during the time of play. Prayer is an integral part of the planning and interpretation of events in the play room. Questions from the child about God, Jesus Christ, and the Holy Spirit are treated honestly and Scripturally. The counselor needs to be sensitve to the child’s search for God and to transfer Scriptural truth to the child. Human- and Scriptural views of the reformatory tradition is included in the appendix. / PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2014

MENDONÇA, Marcos Amauri Bezerra. Interferência da precipitação na produção de serrapilheira em área de caatinga submetida a diferentes manejos. 2014. 64 f. Dissertação (Mestrado em Engenharia Agrícola)-Universidade Federal do Ceará, Fortaleza, 2014. / Submitted by Vitor Campos (vitband@gmail.com) on 2016-10-14T22:26:56Z No. of bitstreams: 1 2014_dis_mabmendonça.pdf: 3639200 bytes, checksum: b9aec9900c4839fe5a696bd73c29c1d1 (MD5) / Approved for entry into archive by Jairo Viana (jairo@ufc.br) on 2016-10-18T18:48:03Z (GMT) No. of bitstreams: 1 2014_dis_mabmendonça.pdf: 3639200 bytes, checksum: b9aec9900c4839fe5a696bd73c29c1d1 (MD5) / Made available in DSpace on 2016-10-18T18:48:03Z (GMT). No. of bitstreams: 1 2014_dis_mabmendonça.pdf: 3639200 bytes, checksum: b9aec9900c4839fe5a696bd73c29c1d1 (MD5) Previous issue date: 2014 / The Caatinga is the least studied and protected across all biomes and in recent years has been changing by human action biome. Studying the behavior of variables that allows the maintenance of natural biome is of great value, considering that the deposition of litter in forest environments is the main route of transfer in the flow of nutrients. The objective of this study assess Identify the relationships between rainfall and dry spells that occur in semiarid and litter production in time for the Caatinga biome, due to management applied to vegetation in semi-arid watersheds. The study was conducted in four watersheds located in the municipality of Iguatu, Ceará, Brazil. We collected monthly (from January 2008 to December 2012) the litter boxes placed in 20 1 m2 arranged in the vicinity of the main watersheds, travel. The collected material was placed in paper bags and taken to the Laboratory of Soil Science and Plant Tissue IFCE-Iguatu for the separation into fractions: leaves, branches, reproductive structures and miscellaneous; the dry mass of litter was obtained from a forced circulation oven at a temperature of 70 ° C until achieving constant weight, and then weighed in a precision of 0.01 g. RAL in the watershed management was applied thinning removing all trees with diameter greater than 10 cm leaving the plant remains in the area ; The watershed VN ( native vegetation ) had no treatment remained intact ; SBP ( Broca_Queima_Pastagem ) basin was removed all vegetation and subsequently held the burned watershed ENL , there was the cutting of vegetation leaving the remains enleirados in contour in the basin . The year with the highest total rainfall 2011 , had isolated rainfall events during the dry period in a total of 220 mm . These results show that both dry and rainy outliers are present always in upper ends and lower rainfall years in the high rainfall comprises isolated and disparate events. Regarding veranicos , the highest number of occurrences in the series for these studies was recorded in class 5 to 10 days ( event 246 ) , and if they are present throughout the rainy season. Throughout the study period there is a cyclic behavior of litter production , with maximum yields between the months of June and July and the minimum yield from November to December period. This fact expresses the strong relationship between the deciduous species that make up the savanna and the rainy season . It is observed that the watershed watershed RAL ( RAL ) was higher than 2008 although the total rainfall in 2009 was lower than in 2008 , the year (2009-2010 ) the leaf fraction contributed 80.14 % of total litter . Given the above it is concluded that : The management employees in the area changed the litter production ; the rainfall amount and duration of the rainy season influenced the litter production and independent production was seasonal nature of management applied. / A Caatinga é o bioma menos estudado e protegido entre todos os biomas brasileiros e nos últimos anos vem sofrendo alterações pela ação antrópica. Estudar o comportamento de variáveis que possibilita a manutenção natural do bioma é de grande valia, tendo em vista que A deposição da serapilheira em ambientes florestais é a principal via de transferência no fluxo de nutrientes. Objetivou-se nesse estudo avaliar a Identificar as relações existentes entre o regime pluviométrico e os veranicos que ocorrem no semiárido e a produção de serapilheira no tempo para o bioma Caatinga, em função do manejo aplicado a cobertura vegetal em microbacias do semiárido. O estudo foi desenvolvido em quatro microbacias localizadas no município de Iguatu, Ceará, Brasil. Coletou-se mensalmente (de janeiro de 2008 a dezembro de 2012) a serapilheira depositada em 20 caixas de 1 m2 dispostas nas proximidades do curso principal das microbacias, . O material coletado foi acondicionado em sacos de papel e levado ao Laboratório de Solos e Tecidos Vegetais do IFCE-Iguatu para a separação nas frações: folhas, galhos, estruturas reprodutivas e miscelânea; a massa seca de serapilheira foi obtida através de uma estufa de circulação forçada numa temperatura de 70 °C até que se obtivesse peso constante, sendo em seguida, pesados em balança de precisão de 0,01 g. Na microbacia RAL o manejo aplicado foi o raleamento retirando todas as árvores com diâmetro maior que 10 cm deixando os restos vegetais na área; Na microbacia VN (vegetação nativa) não houve nenhum tratamento permanecendo intacta; Na bacia PAS (Broca_Queima_Pastagem) foi retirada toda a vegetação e posteriormente realizada a queimada a microbacia ENL, realizouse o corte da vegetação deixando os restos enleirados em curva de nível na bacia. O ano com maior precipitação total, 2011, apresentou eventos de precipitações isoladas durante o período seco em um total de 220 mm. Tais resultados mostram que tanto nos secos como chuvosos, os outliers se fazem presentes sempre nos extremos superiores, bem como nos anos de menor precipitação, a altura pluviométrica é composta por eventos isolados e discrepantes. Em relação aos veranicos, o maior número de ocorrência destes para a série em estudo foi registrado na classe de 5 a 10 dias (246 eventos), e os mesmos se fazem presente ao longo de toda a estação chuvosa. Ao longo do período estudado observa-se um comportamento cíclico da produção de serapilheira, com produtividades máximas entre os meses de junho e julho e produtividade mínima no período nov-dez. Tal fato expressa a forte relação existente entre as espécies caducifólias que compõem a Caatinga e a quadra chuvosa. Observa-se que a microbacia RAL microbacia (RAL) foi superior a de 2008 embora o total precipitado em 2009 tenha sido inferior ao de 2008, no ano (2009-2010) a fração folha contribuiu com 80,14% da serapilheira total. Diante do exposto conclui-se que: Os manejos empregados na área alteraram a produção de serapilheira; o total precipitado e a duração do período chuvoso influenciaram na produção de serapilheira e a produção apresentou caráter sazonal independente do manejo aplicado.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / The Caatinga is the least studied and protected across all biomes and in recent years has been changing by human action biome. Studying the behavior of variables that allows the maintenance of natural biome is of great value, considering that the deposition of litter in forest environments is the main route of transfer in the flow of nutrients. The objective of this study assess Identify the relationships between rainfall and dry spells that occur in semiarid and litter production in time for the Caatinga biome, due to management applied to vegetation in semi-arid watersheds. The study was conducted in four watersheds located in the municipality of Iguatu, CearÃ, Brazil. We collected monthly (from January 2008 to December 2012) the litter boxes placed in 20 1 m2 arranged in the vicinity of the main watersheds, travel. The collected material was placed in paper bags and taken to the Laboratory of Soil Science and Plant Tissue IFCE-Iguatu for the separation into fractions: leaves, branches, reproductive structures and miscellaneous; the dry mass of litter was obtained from a forced circulation oven at a temperature of 70  C until achieving constant weight, and then weighed in a precision of 0.01 g. RAL in the watershed management was applied thinning removing all trees with diameter greater than 10 cm leaving the plant remains in the area ; The watershed VN ( native vegetation ) had no treatment remained intact ; SBP ( Broca_Queima_Pastagem ) basin was removed all vegetation and subsequently held the burned watershed ENL , there was the cutting of vegetation leaving the remains enleirados in contour in the basin . The year with the highest total rainfall 2011 , had isolated rainfall events during the dry period in a total of 220 mm . These results show that both dry and rainy outliers are present always in upper ends and lower rainfall years in the high rainfall comprises isolated and disparate events. Regarding veranicos , the highest number of occurrences in the series for these studies was recorded in class 5 to 10 days ( event 246 ) , and if they are present throughout the rainy season. Throughout the study period there is a cyclic behavior of litter production , with maximum yields between the months of June and July and the minimum yield from November to December period. This fact expresses the strong relationship between the deciduous species that make up the savanna and the rainy season . It is observed that the watershed watershed RAL ( RAL ) was higher than 2008 although the total rainfall in 2009 was lower than in 2008 , the year (2009-2010 ) the leaf fraction contributed 80.14 % of total litter . Given the above it is concluded that : The management employees in the area changed the litter production ; the rainfall amount and duration of the rainy season influenced the litter production and independent production was seasonal nature of management applied. / A Caatinga à o bioma menos estudado e protegido entre todos os biomas brasileiros e nos Ãltimos anos vem sofrendo alteraÃÃes pela aÃÃo antrÃpica. Estudar o comportamento de variÃveis que possibilita a manutenÃÃo natural do bioma à de grande valia, tendo em vista que A deposiÃÃo da serapilheira em ambientes florestais à a principal via de transferÃncia no fluxo de nutrientes. Objetivou-se nesse estudo avaliar a Identificar as relaÃÃes existentes entre o regime pluviomÃtrico e os veranicos que ocorrem no semiÃrido e a produÃÃo de serapilheira no tempo para o bioma Caatinga, em funÃÃo do manejo aplicado a cobertura vegetal em microbacias do semiÃrido. O estudo foi desenvolvido em quatro microbacias localizadas no municÃpio de Iguatu, CearÃ, Brasil. Coletou-se mensalmente (de janeiro de 2008 a dezembro de 2012) a serapilheira depositada em 20 caixas de 1 m2 dispostas nas proximidades do curso principal das microbacias, . O material coletado foi acondicionado em sacos de papel e levado ao LaboratÃrio de Solos e Tecidos Vegetais do IFCE-Iguatu para a separaÃÃo nas fraÃÃes: folhas, galhos, estruturas reprodutivas e miscelÃnea; a massa seca de serapilheira foi obtida atravÃs de uma estufa de circulaÃÃo forÃada numa temperatura de 70 ÂC atà que se obtivesse peso constante, sendo em seguida, pesados em balanÃa de precisÃo de 0,01 g. Na microbacia RAL o manejo aplicado foi o raleamento retirando todas as Ãrvores com diÃmetro maior que 10 cm deixando os restos vegetais na Ãrea; Na microbacia VN (vegetaÃÃo nativa) nÃo houve nenhum tratamento permanecendo intacta; Na bacia PAS (Broca_Queima_Pastagem) foi retirada toda a vegetaÃÃo e posteriormente realizada a queimada a microbacia ENL, realizouse o corte da vegetaÃÃo deixando os restos enleirados em curva de nÃvel na bacia. O ano com maior precipitaÃÃo total, 2011, apresentou eventos de precipitaÃÃes isoladas durante o perÃodo seco em um total de 220 mm. Tais resultados mostram que tanto nos secos como chuvosos, os outliers se fazem presentes sempre nos extremos superiores, bem como nos anos de menor precipitaÃÃo, a altura pluviomÃtrica à composta por eventos isolados e discrepantes. Em relaÃÃo aos veranicos, o maior nÃmero de ocorrÃncia destes para a sÃrie em estudo foi registrado na classe de 5 a 10 dias (246 eventos), e os mesmos se fazem presente ao longo de toda a estaÃÃo chuvosa. Ao longo do perÃodo estudado observa-se um comportamento cÃclico da produÃÃo de serapilheira, com produtividades mÃximas entre os meses de junho e julho e produtividade mÃnima no perÃodo nov-dez. Tal fato expressa a forte relaÃÃo existente entre as espÃcies caducifÃlias que compÃem a Caatinga e a quadra chuvosa. Observa-se que a microbacia RAL microbacia (RAL) foi superior a de 2008 embora o total precipitado em 2009 tenha sido inferior ao de 2008, no ano (2009-2010) a fraÃÃo folha contribuiu com 80,14% da serapilheira total. Diante do exposto conclui-se que: Os manejos empregados na Ãrea alteraram a produÃÃo de serapilheira; o total precipitado e a duraÃÃo do perÃodo chuvoso influenciaram na produÃÃo de serapilheira e a produÃÃo apresentou carÃter sazonal independente do manejo aplicado.

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

Die ontwikkeling van perseptueel-motoriese vaardighede is noodsaaklik om skoolsukses in graad 1 te verseker. Sodanige perseptueel-motoriese vaardighede word beïnvloed deur faktore soos die onderwyser se houding, en kennis en die gebruik van leer- en onderrigsteunmateriaal (LOSM). Om skoolsukses in graad 1 te verseker moet die leerder skoolgereed en skoolryp wees. Skoolgereedheid en skoolrypheid word beïnvloed deur eksterne faktore, soos die sosio-ekonomiese omstandighede, samelewing, gemeenskap, kultuur, die skool, die onderwyser, beskikbaarheid van leer- en onderrigsteunmateriaal, ouers en gesinstrukture. Daar is met die proefskrif gepoog om eerstens die effek van ʼn leerondersteuningintervensie op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. Tweedens is daar bepaal of die leemtes in graad R-onderwysers se kennis van perseptueel-motoriese vaardighede die skoolgereedheid van graad R-leerders kan beïnvloed. Die derde doelstelling was om die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders te bepaal. Die vierde doelstelling het die impak van die gebruik van toepaslike LOSM op die ontwikkeling van graad R-leerders se perseptueel-motoriese vaardighede, met die fokus op klein- en grootmotoriese vaardighede bepaal. Om doelstelling 1 te ontleed het die proefskrif eerstens gepoog om die effek van ʼn leerondersteuningintervensie op skoolgereedheid gebaseer op perseptueel-motoriese vaardighede van graad R-leerders in gedepriveerde omgewings te bepaal. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders vanuit lae sosio-ekonomiese samelewings is saamgestel. ʼn Kwantitatiewe navorsingsmetode is gevolg met ʼn drie-groep-voortoets-natoets-ontwerp. Die populasie vir hierdie doelstelling het bestaan uit drie graad R-skole wat deur middel van ʼn gerieflikheidsteekproef gekies is. Twee kwintiel 1-skole, ʼn kontroleskool (n = 30) en ʼn eksperimentele skool (n = 25), asook een kwintiel 3-skool (n = 22) is gekies. ʼn Leerderondersteuningintervensie wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is oor ʼn tydperk van nege maande by die eksperimentele skool (skool E) geïmplementeer deurdat hulp aan die onderwysers verleen is en die leeromgewing van die leerders opgegradeer is. Die leerders is voor- en na die intervensie deur middel van ʼn skoolgereedheidstoets geevalueer. Die resultate is deur middel van ʼn variansie-analise (ANOVA), kovariansie-analise (ANCOVA) en afhanklike t-toetse geanaliseer om die verskille tussen en binne groepe te bepaal. ʼn Beduidende verband tussen skoolgereedheid en perseptueel-motoriese ontwikkeling is gevind waar faktore soos die omgewing, minimum leer- en onderrigsteunmateriaal en beperkte kennis van die onderwyser ʼn rol gespeel het. Vanaf die voortoets tot die natoets was die persentasie skoolgereedheid onderskeidelik soos volg kontroleskool 1 (32% - 56%), kontroleskool 2 (58% - 70%), eksperimentele skool (34% - 66%). ʼn Groter verbetering in die skoolgereedheid kan by die eksperimentele skool waargeneem word. Die resultate het aangedui dat ʼn perseptueel-motoriese intervensie leerders in lae sosio-ekonomiese omgewings kan help om faktore soos ʼn gebrek aan LOSM, leemtes in onderwysers se kennis en houdings wat skoolgereedheid moontlik kan beïnvloed, te oorkom. Doelstelling 2 het die verband tussen leemtes in graad R-onderwysers (n = 25) se kennis van perseptueel-motoriese ontwikkeling en die stand van perseptueel-motoriese vaardighede by graad R-leerders ondersoek. ʼn Gekombineerde-navorsingsmetode vanuit ʼn post-positivistiese paradigma is hiervoor onderneem en dit is volgens ʼn fenomenologies-interpretivistiese perspektief uitgevoer. ʼn Selfopgestelde vraelys wat bestaan het uit geslote-en oopeind-vrae is as meetinstrument gebruik om vyf-en-twintig (n = 25) graad R-onderwysers se kennis oor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders in die Potchefstroomdistrik, in te win. Die vraelys het bestaan uit die invul van biografiese gegewens, tien vrae waar die onderwyser se kennis met betrekking tot perseptueel-motoriese vaardighede bepaal is, sestien vrae waar ʼn scenario met ʼn foto en beskrywing geskets is en die onderwyser die korrekte perseptueel-motoriese vaardigheid daaraan moes koppel en agt vrae waar die onderwyser se kennis ten opsigte van die ontwikkeling van perseptueel-motoriese vaardighede in graad R bepaal is. Die inligting uit die vraelyste is deur middel van Atlas.ti™ en statistiese ontleding geanaliseer. Interne itemkorrelasie van die vraelys is vasgestel en ʼn Cronbach Alpha met ʼn waarde van 0,74, gebaseer op die statistiese analise, is bepaal. Die resultate het leemtes in graad R-onderwysers se kennis met betrekking tot aspekte wat verband hou met perseptueel-motoriese onwikkeling getoon. Onvoldoende opleiding is by 80% van die respondente geïdentifiseer, wat tot die leemte in die onderwysers se kennis kon bydrae. Verder het dié onderwysers nie oor die voldoende kennis beskik oor die volle omvang van die Kurrikulum- en Assesseringsbeleidsverklaring nie en ʼn groot persentasie was onseker oor hoe om kurrikulumvoorskrifte effektief te implementeer. Die verband tussen sekere biografiese veranderlikes en die graad R-onderwyseres se houding teenoor die ontwikkeling van perseptueel-motoriese vaardighede van graad R-leerders is vir doelstelling 3 bepaal. ʼn Kwantitatiewe navorsingmetode is gevolg waar graad R-onderwysers (n = 25) wat volgens beskikbaarheid geselekteer is, ʼn selfontwikkelde vraelys voltooi het, waar die hoeveelheid tyd wat aan verskillende vakke bestee word, aangedui is. Resultate is statisties geanaliseer deur gebruik te maak van beskrywende statistiek sowel as Spearman se rangorde-korrelasie om te bepaal of daar ʼn verband bestaan tussen die onderwysers se houding, soos gemeet aan die hoeveelheid tyd wat aan die onderrig van die verskillende vakke in graad R bestee is, die ouderdom en ondervinding van die onderwysers, die aantal leerders in die klas en die sosio-ekonomiese omstandighede van leerders in die klas. Tweerigting-frekwensietabelle is verder gebruik om Chi-kwadraattoetse en Cramer’s V wat die sterkte van die verband tussen ras, taal van onderrig en die vrae wat verband hou met houding te bepaal. ʼn Beduidende verband is gevind tussen ouderdom en ondervinding van die respondente en die hoeveelheid leerders in die klas, die sosio-ekonomiese omgewing en die tyd wat aan onderrig van vakke bestee word. Hierdie aspekte kan moontlik bydra tot die onderwysers se houding ten opsigte van die onderrig van Lewensvaardighede, wat perseptueel-motoriese ontwikkeling insluit. Indien dié aspekte aangespreek kan word deur intervensie en indiensopleiding, kan die onderwyser se houding teenoor die onderrig van Lewensvaardighede moontlik verander, wat sal bydra tot groter klem op die ontwikkeling van perseptueel-motoriese vaardighede. Doelstelling 4 het die impak van die gebruik van toepaslike leer- en onderrigsteunmateriaal op die ontwikkeling van perseptueel-motoriese vaardighede met die fokus op groot- en klein (fyn) motoriese vaardighede by die graad R-skole bepaal. Om die doelstelling te bereik is leerders van twee skole binne dieselfde sosio-ekonomiese omstandighede se skoolgereedheid tydens ʼn voortoets bepaal. ʼn Gekombineerde navorsingsmetode met ʼn tweegroep-voortoets-natoets-ontwerp is gevolg. Leerders van twee graad R-skole (kwintiel 1) met ʼn gemiddelde ouderdom van 5,2 (± 0,5) jaar in die Potchefstroomdistrik is met ʼn gerieflikheidsteekproef geselekteer. ʼn Perseptueel-motoriese intervensie, wat gefokus het op die ontwikkeling van perseptueel-motoriese vaardighede is deur middel van onderwyser-ondersteuning en die skep van ʼn effektiewe leeromgewing, vanaf Februarie tot November (nege maande) by die eksperimentele skool (n = 25) uitgevoer, terwyl geen addisionele hulpverlening in die kontroleskool (n = 30) plaasgevind het nie. Die kwantitatiewe resultate is ontleed deur middel van ʼn afhanklike- en onafhanklike t-toets en ʼn ANCOVA is gebruik om verskille tussen en binne die skole te bepaal. Die kwalitatiewe navorsing is deur middel van ʼn multi-metode-benadering met die fokus op foto-analise en beskrywende inligting geanaliseer. Voor intervensie was geen van die leerders in die twee skole skoolgereed nie. Na die intervensie was die aangepaste gemiddeldes wat behaal is in die natoets vir klein- en grootspier-koördinasie by die eksperimentele skool prakties betekenisvol beter as dié van die kontroleskool. In die eksperimentele skool was 17 uit 20 leerders na die intervensie skoolgereed, terwyl daar uit die kontroleskool slegs 8 uit 28 leerders skoolgereed was. Die resultate dui daarop dat perseptueel-motoriese vaardighede van leerders vanuit ʼn lae sosio-ekonomiese omgewing met effektiewe LOSM gestimuleer kan word om hul skoolgereedheid te verbeter. Vroeë intervensie in die vorm van onderwyser-ondersteuning en opgradering van die leeromgewing wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede in graad R, kan moontlik agterstande in die verband aanspreek en sodoende bydra tot die verbetering van skoolgereed. Op grond van bogenoemde resultate kan daar tot die gevolgtrekking gekom word dat die graad R-leerder in gedepriveerde omgewings se perseptueel-motoriese ontwikkeling wel deur verskeie faktore negatief beïnvloed kan word. Van hierdie faktore is onder meer die onderwyser se houding, leemte in kennis, onvoldoende opleiding en beskikbaarheid van leer- en onderrigsteunmateriaal. Daar word gevolglik aanbeveel dat leerders wat in lae sosio-ekonomiese omgewings grootword aan ʼn vroeë intervensie, wat fokus op die ontwikkeling van perseptueel-motoriese vaardighede en effektiewe LOSM, blootgestel moet word. Daarbenewens behoort onderwysers se leemte in kennis oor perseptueel-motoriese vaardighede asook hul houding oor die belangrikheid van perseptueel-motoriese vaardighede aangespreek te word deur onder andere indiensopleidingsprogramme. Die belang van die aanstelling van goed opgeleide onderwysers, gerig op vroeë kinderontwikkeling behoort ook by die Departement van Basiese Onderwys aandag te geniet. Sodoende kan dié leerders se agterstande tydig oorkom word en hul skoolgereedheid verbeter word. / PhD (Human Movement Science), North-West University, Potchefstroom Campus, 2015

The study substantiates common strategies and theories regarding the teaching of sight-reading. The literature study done on sight-reading at the keyboard consists of opinions and recommendations resulting from empirical findings of well-known piano pedagogues. Seven beginner courses were analysed in order to assess their presentation of a well-structured development of piano sight-reading against the opinions and recommendations of well-known piano pedagogues and authors in this field as well as the personal experience of the researcher. During this process it was discovered that insufficient attention was paid to the development of the association between a note symbol and its corresponding key on the piano. However no attention was paid to the act of playing while reading ahead. The researcher compiled additional progressive exercises for the 7 to 9 year old beginner, to address the above-mentioned discrepancies. The exercises and their individual purposes are clearly explained with instructions regarding their performance. / Hierdie studie bevestig algemene strategieë en teorieë aangaande die ontwikkeling van vaardighede om musieknotasie te lees en te speel. Die literatuur wat in hierdie studie bestudeer is, handel oor opinies en aanbevelings van vooraanstaande klavierpedagoë wat voortspruit uit die resultate van hulle empiriese navorsing. Sewe aanvangskursusse is ontleed en die aktiwiteite en metodes waarvolgens vaardighede onderrig word om musieknotasie te leer lees en speel, is gemeet aan die aanbevelings van vooraanstaande klavierpedagoë, navorsers op die gebied, asook die navorser se eie ervaring met die boeke. Gedurende die studie is daar ontdek dat daar meesal nie aandag geskenk word aan die ontwikkeling van 'n assosiasie tussen 'n toonhoogtesimbool en ooreenstemmende klawer op die klavier nie en glad nie aan die proses van vooruitlees nie. Om hierdie tekortkominge te oorkom het die navorser 'n stel aanvullende en progressiewe oefeninge saamgestel wat maklik genoeg uitvoerbaar is vir die 7- tot 9-jarige beginner. Duidelike beskrywings van die oefeninge, elkeen se spesifieke doel, en aanwysings vir effektiewe uitvoering daarvan word verskaf. / Art History, Visual Arts & Music / M.A. (Musicology)

The study substantiates common strategies and theories regarding the teaching of sight-reading. The literature study done on sight-reading at the keyboard consists of opinions and recommendations resulting from empirical findings of well-known piano pedagogues. Seven beginner courses were analysed in order to assess their presentation of a well-structured development of piano sight-reading against the opinions and recommendations of well-known piano pedagogues and authors in this field as well as the personal experience of the researcher. During this process it was discovered that insufficient attention was paid to the development of the association between a note symbol and its corresponding key on the piano. However no attention was paid to the act of playing while reading ahead. The researcher compiled additional progressive exercises for the 7 to 9 year old beginner, to address the above-mentioned discrepancies. The exercises and their individual purposes are clearly explained with instructions regarding their performance. / Hierdie studie bevestig algemene strategieë en teorieë aangaande die ontwikkeling van vaardighede om musieknotasie te lees en te speel. Die literatuur wat in hierdie studie bestudeer is, handel oor opinies en aanbevelings van vooraanstaande klavierpedagoë wat voortspruit uit die resultate van hulle empiriese navorsing. Sewe aanvangskursusse is ontleed en die aktiwiteite en metodes waarvolgens vaardighede onderrig word om musieknotasie te leer lees en speel, is gemeet aan die aanbevelings van vooraanstaande klavierpedagoë, navorsers op die gebied, asook die navorser se eie ervaring met die boeke. Gedurende die studie is daar ontdek dat daar meesal nie aandag geskenk word aan die ontwikkeling van 'n assosiasie tussen 'n toonhoogtesimbool en ooreenstemmende klawer op die klavier nie en glad nie aan die proses van vooruitlees nie. Om hierdie tekortkominge te oorkom het die navorser 'n stel aanvullende en progressiewe oefeninge saamgestel wat maklik genoeg uitvoerbaar is vir die 7- tot 9-jarige beginner. Duidelike beskrywings van die oefeninge, elkeen se spesifieke doel, en aanwysings vir effektiewe uitvoering daarvan word verskaf. / Art History, Visual Arts and Music / M.A. (Musicology)