The goal of the study was to determine whether there would be a significant improvement in preschool children’s emotional intelligence when a Gestalt intervention programme was implemented. The research was conducted according to the quantitative approach with a pre-test/post-test design. The Vineland Adaptive Behaviour Scales (2nd edition) was completed and returned by a sample of 30 parents (N=30) from a crèche in the Gauteng area. The Joseph Picture Self-Concept Scale was used to test a sample of 30 preschool children (N=30) from the same crèche. The representative sample of preschoolers aged 3 to 5 years was divided into an experimental (n=15) and control (n=15) group. A Gestalt play therapy intervention programme, the Wise child programme, was conducted with the experimental group. The results indicated that there was a significant improvement of the preschool children’s emotional intelligence in terms of intra- and interpersonal skills after the implementation of a Gestalt intervention programme. / Social Work / M. Diac. (Play Therapy)

The study was undertaken to identify the factors that influence standard seven pupils when they choose whether to continue with mathematics at senior secondary level or not. The relative importance of the factors was also determined. The literature study identified the following factors: attitude towards mathematics, utility of mathematics, family members' influence, mathematics teacher's influence, peer group influence, achievement and gender. The empirical study dealt with the following: * A 77 item questionnaire was completed by 201 standard seven pupils. * The statistical analysis revealed significant differences between pupils who chose mathematics and those who did not, with regard to all variables except gender. * A regression analysis identified the most influential factors as achievement, family members' influence, attitude and the mathematics teacher. * The overall implications were: - Pupils be made to experience success so that their attitudes may change. - Parents must be involved in their children's education. / Psychology of Education / M. Ed. (Psychology of Education)

Thesis entitled Diagnosis of children with different mother tongue in preschool age deals with the issue of diagnosis of children with different mother tongue in preschool age, specifically deals with approaches, methods and possibilities of diagnosing children with different mother tongue in preschool age. Thesis focuses on the diagnosis of the development of a child of preschool age, outlines the diagnosis of a child in kindergarten, and especially describes and charts the methods and procedures for diagnosing these children in pedagogical-psychological counseling. The aim of this thesis is to clarify these issues, describe the legislative basis for the education and support of children with different mother tongue in preschool age and the specifics of these children. The aim of the empirical part is to chart the process of diagnosing children with different mother tongue in preschool age by workers of pedagogical-psychological counseling in the capital city of Prague using semi- structured interviews. Specifically, which methods and procedures do workers use, whether they work with a special tool for these children, what is the cooperation between pedagogical-psychological counseling and other institutions, and whether do pedagogical- psychological counseling workers face difficulties in this...

The diploma thesis deals with the issue of digital technologies in relation to toddler children, analysis of differences in education and approach of their parents. The theoretical part defines terms such as digital literacy, digital technology, parent, toddler and others, which is closely related to the topic, mentions their brief characteristics and evokes connections between them. It introduces the reader to the developmental specifics of the toddler's child and presents different styles of attitudes of parents and educators to the current nature of digital media and the subsequent impact on the chosen age group. Based on the comparison of used literature and deeper exploration of the topic, the thesis confirms the chosen hypothesis, which is the starting point for the practical task. The practical part is focused on application-didactic work, where we find a list of suitable recommendations, available programs and applications, which are a guide for parents and educators who are not fully oriented in the risks and consequences of using current digital technologies, especially the target group of children in the pre-stage. entering pre-school education.

This study was aimed at the description of how to support the emotional awareness of the primary school child through Gestalt Play Therapy. The research strategy enclosed case studies. A supportive literature study was done with regard to awareness, emotional awareness, emotional intelligence, emotional skills, social skills, self-esteem, the primary school child and Gestalt Play Therapy. In the implementation of the research study two case studies were described. The sampling method was based on a non-probability sampling technique. The criteria of the respondents were emotional and social inadequate functioning. Case study one functioned emotional and social inadequately as a result of the family moving. Case study two was involved in bullying activities at the school. Respectively ten and eleven therapeutic sessions of one hour each over a period of ten and eleven weeks were conducted. Both children did benefit from the Gestalt Play Therapeutic intervension. Their awareness with regard to themselves and their own experience brought them in contact with themselves, which is necessary for healthy child development. / Social Work / M.Diac.(Play Therapy) / Text in Afrikaans

Text in Afrikaans / During the initial stages of Gestalt play therapy qualitative assessment is vital within the therapeutic relationship, to gain information about the child in order to strengthen this relationship, enhance awareness and for further interventions. Research confirmed the lack and problems with current assessment tools, within various helping professions, which were addressed in this study. The board game, as a Gestalt assessment tool, was compiled for the primary school child and focuses on the therapeutic relationship, sensory stimulation and the process of the child (Schoeman-3-aspect model). Information was gathered by a literature review, semi structured interviews with two professionals and by observing the application of the board game. Valuable information was gathered concerning the child and was strengthened by literature. Relevant conclusions and recommendations were made. This board game can be effectively used by play therapists in the initial stages of assessment with the primary school child, for relationship building, sensory stimulation and determining the child's process. / Social Work / M.Diac.

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

Summaries in Afrikaans and English / Die primere skoolkind bevind horn in 'n fase van groot verandering wat aanpassings verg en hoe eise stel. Die ervaringe wat die kind gedurende hierdie tydperk opdoen, is beduidend omdat dit sy vormingsjare is. Omdat die kind nie altyd kan verbaliseer watter probleme hy ervaar nie, is met hierdie studie gepoog om vas te stel of skooltekeninge van enige diagnostiese waarde kan wees om die kind in nood te verstaan. Die empiriese studie het bewys dat skooltekeninge nie net waarde as 'n identifiseringsmedium inhou nie, maar ook as 'n aanvullende ortopedagogiese medium aangewend kan word. Die kind neig om sy probleme, persepsies, houdings en so meer visueel te projekteer. Hoewel hierdie studie bevindinge van vroeere navorsing bevestig, is bepaalde verskille ook geidentifiseer. Die studie is afgesluit met riglyne vir die gebruik van skooltekeninge, asook aanbevelings met die oog op die verfyning van hierdie projeksiemedium. / The primary school child finds himself in a phase of great change which makes high demands and requires adjustments. What happens to the child during these years is critical because these are foundation laying years. Because a child is not always able to verbalise problems which he may experience, this study is an . endeavour to determine whether school drawings have any diagnostic value to identify a child in need. The empirical study has confirmed that school drawings have diagnostic value not only as a medium of identification, but also as a supplementary orthopedagogical medium. The child· tends to project his problems, perceptions and attitude visually. Although this study confirms findings of previous studies, certain differences were also identified. The study was concluded with guidelines for the use of school drawings, as well as recommendations regarding the refinement of this projection medium. / Psychology of Education / M. Ed. (met spesialisering in Voorligting)

The phenomenon of aggression has been of interest to psychologists for many years, and has resulted in a variety of theories which-attempt to explain its existence in man. Aggression is prevalent in our primary schools today and it was this observation which initiated the research project. The Relationship Theory was applied in order to gain insight into the life-world of the aggressive child and to explore possible causes which may originate from changes in our society. / Psychology of Education / M. Ed. with specialisation in Guidance and Counselling (Psychology of Education)

Text in Afrikaans / Summaries in English and Afrikaans / Die dood van 'n ouer he! 'n effek op die totale lewe van die kind en dompel die kind in emosionele nood wat terapeutiese begeleiding noodsaak. Na afloop van die afsterwe van 'n ouer, vind daar fisieke, emosionele, sosiale en kognitiewe veranderinge in die kind se lewe plaas waarop hy nie voorbereid is nie, en wat hy ook nie verstaan nie. Hierdie veranderinge veroorsaak dat die kind se leefwereld in so mate verander dat sy funksionering benadeel word. Daar is met hierdie studie gepoog om vas te stel watter effek die dood van 'n ouer op die kind he! en tot watter mate terapeutiese begeleiding die kind se emosionele nood kan verlig. Daar is in die studie gevind dat rou inderdaad 'n gekompliseerde proses is wat lei tot die ontstaan van talle onbeantwoorde vrae, gevoelens van magteloosheid en emosionele pyn. Kinders wat in rousmart verkeer word dikwels deur die samelewing misgekyk en kry as gevolg hiervan nie voldoende hulp nie. Di! lei tot die ontstaan van persoonlikheidsontwikkelingsprobleme, relasionele probleme en intra-psigiese probleme soos 'n swak selfbeeld, ego-verdedigingsmeganismes, persoonlike kwesbaarheid, ongunstige betekenisgewing en ongunstige belewenisse. Hierdie probleme veroorsaak dat die kind in sy selfaktualisering gerem word en as gevolg hiervan nie sy gegewe moontlikhede verwerklik nie. Die studie het verder bewys dat die kind wat 'n ouer aan die dood afgestaan het, wel deur middel van terapeutiese begeleiding deur 'n sielkundige gehelp kan word om die verlies van 'n ouer in so 'n mate te hanteer dat die faktore wat die kind se selfaktualisering rem, opgehef kan word. Die studie voorsien die sielkundige van riglyne ten opsigte van die proses van terapeutiese begeleiding aan die kind wat 'n ouer aan die dood afgestaan het. Riglyne word gebied ten opsigte van die hantering van die kind se onmiddellike situasie, die evaluasie van die kind-inrousmart, die vasstelling van doelstellings en doelwitte vir terapeutiese begeleiding, die selektering van terapeutiese tegnieke, die terapeutiese hulpverlening aan die kind, die hulpverlening aan die oorblywende ouer en die hulpverlening aan die onderwyser wat gemoeid is met die kind-in-rousmart. Riglyne word ook gebied ten opsigte van die terminering van terapie. / The death if a parent has an influence on the total life of a child and causes emotional trauma that necessitates therapeutic guidance. After the death of a parent, physical, emotional, social and cognitive changes occur in the child's life for which he is not prepared and that he also does not understand. These factors cause such a change in the child's life-world that his functioning is hampered. In this study it was endeavoured to determine what effect the death of a parent has on a child's life and to what extent therapeutic guidance can alleviate the child's emotional trauma. In this study it was found that mourning is indeed a complicated process that gives rise to countless unanswered questions, feelings of helplessness and emotional pain. Children suffering grief in mourning are often ignored by society and as result of this, they do not receive adequate assistance. This leads to problems concerned with the development of the personality, relational problems and intrapsychological problems such as a poor self-concept, ego defence mechanisms, personal vulnerability, negative ways of acquiring meaning and unfavourable ways of experiencing life. These problems give rise to the hampering of the child's selfactualisation and because of this he cannot realise his potential. The study has furthermore proved that the child who has lost a parent through death, can be helped by a psychologist. This can be done by means of therapeutic guidance so that the child can handle the loss of a parent to such an extent that the factors that hamper his self-actualisation can be removed. The study provides guidelines for therapeutic guidance to the child who has Jost a parent through death. Guidelines are given on handling the child's immediate situation, the evaluation of the child in mourning, the determination of aims and objectives for therapeutic guidance, the selection of therapeutic techniques, therapeutic assistance to the child, assistance to the remaining parent and assistance to the educator who is involved with the child in mourning. Guidelines are also given for the termination of therapy. / Educational Studies / D.Ed (Clinical Psychologist)