The research dealt with the influence that gestalt group therapy may have on the emotional development of deprived toddlers. The research consisted of a literature study and an empirical study. The literature study contains information on groupwork and emotional development of the toddler. The empirical research was conducted by involving six toddlers in a group. They were identified by means of purposive sampling. A pre-test was done with each child to determine their emotional development. After six group sessions of 30 minutes each, a post-test (using the same test as for the pre-test) was done with each child. The pre-test and post-test results were compared with each other. The content of each session were examined and also included in the findings. Empirical data revealed that gestalt group therapy can stimulate the emotional development of deprived toddlers. The conclusion can thus be made that gestalt group therapy can stimulate the emotional development of deprived toddlers. As a result of this study, conclusions and recommendations for future research were formulated. AFRIKAANS : Die ondersoek was daarop gerig om te bepaal of die benutting van gestaltgroepspelterapie die emosionele ontwikkeling van die gedepriveerde kleuter kan stimuleer. Die ondersoek het bestaan uit 'n literatuurstudie sowel as empiriese navorsing. Die literatuurstudie is gedoen ten opsigte van groepwerk en die kleuter se emosionele ontwikDie empiriese deel van die ondersoek is uitgevoer deur ses kleuters deur middel van doelgerigte steekproeftrekking by die groep in te sluit. 'n Voortoets om die emosionele ontwikkeling van die kleuters te bepaal, is gedoen. Daarna is ses gestaltgroepwerksessies van 30 minute elk uitgevoer. Dieselfde toets as wat vir die voortoets benut is, is weer aan die kleuters gegee en die resultate is met mekaar vergelyk. Die inligting uit die sessies is ook genoteer en benut. Uit die empiriese gegewens het dit geblyk dat daar wel emosionele ontwikkeling by die kleuters plaasgevind het. Die gevolgtrekking kan dus gemaak word dat gestaltgroepspelterapie benut kan word om gedepriveerde kleuters se emosionele ontwikkeling te stimuleer. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is na aanleiding van die studie geformuleer. keling. Copyright / Dissertation (MSW)--University of Pretoria, 2009. / Social Work and Criminology / unrestricted

The aim of this diploma thesis is characterization and evaluation of programs and projects, which are proceeding in United States of America to support children's reading skills. The first part is devoted to reading to children from birth to six years, impact of books to children, and to factors, which are influencing the beginning of reading. In other chapters are presented projects of American Library Association and its division Association for Library Services to Children. In the following, the programs of selected libraries and non-profit organization are mentioned (for example Mother Goose on the Loose, Birth to six or Reach out and Read). In the last part is described the situation in Czech Republic. There are presented projects like Celé Česko čte dětem, Rosteme s knihou, Poprvé do školy - Poprvé do knihovny, and also cooperation of libraries and kindergartens.

La recherche a développé, dans le premier chapitre, le cadre théorique et l’analyse de certains aspects conceptuels concernant les systèmes éducatifs et l’éducation préscolaire, ainsi que l’analyse de données permettant la comparaison et l’évaluation des structures éducatives et d’accueil de la petite enfance dans les pays suivants :Australie, Belgique, Brésil, Canada, France, Pérou et Cuba. <p>Ceux-ci ont servi aussi en partie comme base pour l’étude comparative et évaluative des structures éducatives préscolaires au Pérou. <p>Nous avons mis en évidence qu’il existe différentes manières de concevoir l’organisation des services d’accueil pour les petits enfants, en fonction par exemple de facteurs sociaux, économiques, géographiques, etc. qui peuvent « configurer » différemment les services et programmes d’éducation proposés. <p>Dans les pays d’Amérique Latine et du Caraïbe, particulièrement dans le cas du Pérou, en accord à leur situation géographique, les services d’éducation préscolaire se concentrent principalement dans le contexte urbain, où il y a prédominance des services « formels » (publics ou privés). Les modalités « non formelles » prédominent dans les zones rurales, zones de frontière et zones caractérisées par de hauts taux de pauvreté et de vulnérabilité.<p>Dans ces pays, l’éducation « non formelle » a acquis au départ un caractère social, plus que éducatif puisqu’elle s’est développée pour venir en appui aux parents qui travaillent et compenser les situations de risque des enfants, comme la pauvreté ou le fait d’habiter dans des zones urbaines marginales, rurales ou de frontière, ce qui implique le développement social et l’amélioration des conditions de vie. Dans le cas de Cuba, du Pérou et du Brésil il existe ainsi un grand nombre de ces structures.<p>Dans les pays développés, on utilise rarement les termes d’éducation « formelle » et « non formelle ». Cette dernière correspondrait par exemple aux structures alternatives d’accueil des enfants dans son propre domicile, surtout pour les plus petits, avec du personnel privé (gardiennes) mais pouvant être contrôlé par les autorités. Le concept de « non formel » pourrait être pris aussi dans un sens plus large pour qualifier des initiatives qui constituent des alternatives à l’enseignement classique, qui associent différents types de partenaire et qui visent par exemple à renforcer les liens entre une école et la communauté locale dans laquelle elle s’insère. <p>L’intérêt par le thème répond aux besoins d’identifier et d’analyser les caractéristiques des structures éducatives préscolaires et les modes de gestion des institutions qui accueillent les petits enfants (de moins de trois ans), afin de connaître les mécanismes de prise en charge qu’elles développent pour répondre aux besoins éducatifs liés au développement social, économique, politique et culturel.<p>Après, nous présentons les objectifs, la méthodologie et les résultats sur les aspects comparatifs et évaluatifs de la première partie de cette recherche, réalisée dans le cadre du DEA.<p>Ensuite, dans le deuxième chapitre, nous formulons la problématique de recherche et sa justification, et nous présentons le plan de recherche en ce qui concerne les objectifs, hypothèses, variables, méthodologie, échantillon, processus de recueil des données, techniques et instruments de recueil des données.<p>Nous développons ensuite, dans le troisième chapitre, les aspects méthodologiques, en ce qui concerne le niveau et type de recherche, description de la population et de l’échantillon, présentation des méthodes, des techniques et des instruments pour le recueil, les modalités pour l’organisation, le traitement et l’analyse des donnés.<p>Finalement, dans le quatrième chapitre, nous présentons les données, analyses et discussion des résultats, ainsi que les conclusions générales.<p>Notre travail peut apporter à la recherche concernant ce groupe d’âge, parce qu’il peut constituer une systématisation de l’organisation et du fonctionnement des structures d’accueil pour les enfants les plus petits et peut être une motivation pour continuer d’autres études sur le thème de l’éducation préscolaire, liées à des autres aspects de la gestion, aux méthodologies d’enseignement, à l’analyse des programmes, à la formation des enseignantes, etc. et dans d’autres contextes.<p>Cela mettre en évidence le besoin d’actions multisectorielles et la coordination articulée et intégrée entre les différents secteurs pour assurer aux enfants un développement intégral (l’éducation et le développement de toutes leurs potentialités, la garde de la nourrice et de la santé).<p>On peut tirer de cette recherche certaines conclusions qui comprennent un cadre conceptuel pour la comparaison et l’évaluation des structures éducatives préscolaires pour les enfants de moins de trois ans, indiquant les facteurs et des critères qu’il convient de prendre en considération pour des études similaires. À cet égard, à partir de la recherche a surgi la réflexion sur les critères pour évaluer la cohérence, la qualité et l’équité dans les structures d’accueil, mais elle a démontré aussi qu’il n’est pas possible de fixer les mêmes indicateurs ou standards à niveau général, ils doivent être fixés d’après la perspective de chaque réalité concrète, avec la participation des acteurs, en considérant les caractéristiques culturels et du contexte, leurs expectatives et leurs besoins. <p>Cette recherche propose aussi une réflexion qui peut donner lieu aux connaissances sur les structures d’accueil pour les enfants les plus petits en différents contextes.<p>The research develops, in the first chapter, the theoretical frame and the analysis of certain conceptual aspects that concern the educational systems and the pre-school education, as well as the analysis of information that have allowed the comparison and the evaluation of the educational structures and of the attention to the small infancy in the following countries: Australia, Belgium, Brazil, Canada, France, Peru and Cuba. <p>These served, partly, as base for the comparative study and evaluative of the educational pre-school structures in Peru. It has put in evidence that there exist different ways of conceiving the organization of the services of attention for the children, in function for example of social, economic and geographical factors, etc. That can "form" differently the services and the educational proposed programs. <p>In the countries of Latin America and of the Caribe, particularly in case of Peru, in agreement to her geographical situation, the educational pre-school services principally center in the urban context, where there is predominance of the "formal" services (public or private). The " not formal " modalities prevail in the rural zones, the zones of border and the zones characterized by high indexes of poverty and of vulnerability.<p>In these countries, the " not formal " education acquired initially a social character, more than educational since she developed to support the parents who work and to compensate the situations of risk of the children, as the poverty or the fact of living in zones urban marginal and rural or of border, which implies the social development and the improvement of the living conditions. In case of Cuba, Peru and Brazil there exists a great number of these structures.<p>In the developed countries, we use strange the educational formal and not formal terms. The latter would correspond for example to the alternative structures of reception of the children in your own domicile, especially for the smallest, with private personnel but that might be controlled by the authorities. The concept of "formal" might be taken also in a more wide sense to qualify initiatives that constitute alternatives to the classic education, which different types of actors associate and which the bows try to reinforce for example between a school and a local community in which it is inserted.<p>The interest for the topic answers to the need to identify and to analyze the characteristics of the educational pre-school structures and the manners of management of the institutions that receive the three-year-old minor children, in order to know the mechanisms that they develop to answer to the educational needs linked to the social, economic, political and cultural development.<p>Later, let's sense beforehand the aims, the methodology and the results on the comparative and evaluative aspects of the first part of the research, realized in the frame of the DEA.<p>Then, in the second chapter, we formulate the problematic of research and the justification, and let's sense beforehand the plan of research as for the aims, the hypotheses, the variables, the methodology, the sample, the process, the technologies and the instruments of compilation of the information.<p>We develop then, in the third chapter, the methodological aspects, as for the level and the type of research, description of the population and of the sample, the presentation of the methods, the technologies and the instruments for the compilation of information, the modalities for the organization, the treatment and the analysis of the information.<p>Finally, in the fourth chapter, let's sense beforehand the information, the analysis and the discussion of the results, as well as the general conclusions.<p>Our work can reach to the research that concerns this group of age, because it can constitute a systematizing of the organization and of the functioning of the structures of attention for the smallest children and can be a motivation to continue other studies on the topic of the pre-school education, linked to other aspects of the management, to the methodologies of education, to the analysis of the programs, to the formation of the teachers, etc. and in other contexts.<p>It puts in evidence the need of the actions of different sectors and the coordination articulated and integrated between the different sectors to assure the children an integral development (the education and the development of all your potentials, the care of the nutrition and of the health).<p>We can obtain of this research certain conclusions that include a conceptual frame for the comparison and the evaluation of the educational pre-school structures for the three-year-old minor children, indicating the factors and criteria that it suits to bear in mind for similar studies.<p>In the matter, from the research the reflection has arisen on the criteria to evaluate the coherence, the quality and the equity in the structures of attention to the small children, but there has been demonstrated also that it is not possible to fix the same indicators or standards to general level, these must be fixed according to the perspective of every concrete reality, with the participation of the actors, considering the cultural characteristics and of the context, your expectations and your needs.<p>This research proposes also a reflection that can give place to knowledge on the structures of attention for the smallest children in different contexts. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Communication between the youngest preschool children is the focus of this essay, primarily on how the children communicate with each other, what they are communicating about and what meaning the communication holds for the children. The aim is to describe and understand communication that takes place in the regional life-world of the preschool between the youngest children in a Swedish preschool. Video recordings of six preschool children between the ages of 14 and 24 months were made both inside and outside the preschool, at times when the children were able to choose for themselves who to communicate with, in which room to be in and which toy to play with. The focus during the video recordings was naturally occurring situations where these six children communicated with each other. 51 relevant situations were selected for more thorough investigation. These specific situations were chosen because the children’s bodies were directed towards each other and the children were communicating in an intercorporeal way with each other. In order to describe and understand communication between lived bodies in the regional world of the preschool, a phenomenological study was carried out. In order to deepen the understandings of the empirical data theoretical concepts like life-world, the lived body, the concept of horizons and intercorporeality were used. The findings indicate five different aspects of what type of meaning communication holds, divided into five themes. These themes are represented by communication as: creation of a shared phenomenon, acknowledging someone, coordination of access to play, coordination of access to place or object, and sharing an already experienced event with someone who was not present. The findings of the study show the children’s usage of an advanced coordination between the lived bodies of the children, the lived space, the lived time, and the lived relationships. Together the children create, coordinate, and maintain a creation of meaning in which the children structure their participation in the life-world. / Uppsatsen handlar om kommunikation mellan de yngsta förskolebarnen ur ett fenomenologiskt perspektiv. Mer specifikt handlar uppsatsen om hur barnen gör när de kommunicerar med varandra, om vad de kommunicerar och vilket meningsskapande som manifesteras i kommunikationen. Genom en rad olika empiriska exempel synliggörs barnens kommunikation där kroppen och rörelsen är central. Resultatet visar på de yngsta förskolebarnens kommunikation som ett skapande av en gemensam handling, som ett uppmärksammande av någon annan, som ett samordnande av tillträde till lek, som ett samordnande av tillträde till plats och/eller föremål och som ett delande av någon annans erfarenhet. Detta åstadkommer barnen genom att upprepa varandras gester och koordinera sina handlingar. Resultatet visar att barnen är sensitiva inför varandra och anpassar sin kommunikation utifrån en rad olika förutsättningar. Uppsatsen riktar sig till förskollärare, forskare och andra som är intresserade av de yngsta förskolebarnens kommunikation. Uppsatsen har finansierats inom ramen för Nationella forskarskolan för förskollärare: Barndom, lärande och ämnesdidaktik (FöFoBa), diarienummer 729-2010-200.

This diploma thesis deals with bathing children, especially infants and toddlers, in indoor swimming pools. It focuses primarily on the potential health and hygiene risks of this activity. It is divided into theoretical and practical part. The theoretical part provides a deeper insight into the field of artificial swimming pools, is dedicated to current as well as first ever legislation, in more detail is dedicated to the hygienic requirements for swimming pools according to Decree no. 238/2011, as amended; describes the process of pool water treatment, provides an overview of possible types of disinfecting pool water treatment and comparison within the advantages and disadvantages, describes indicators of water quality and their importance, and mostly focuses on hygienic and health risks in connection with the visit of indoor pools. Gives examples from practice (epidemic), mentions the most common sources of pollution including the most common violations of visitors. The theme of hygienic and health risks is then divided according to the origin of risk to the microbiological part (dedicated to infectious agents), to chemical part (disinfection by products) and to the part of accident risks and risks associated with the water temperature. The thesis is also keenly interested in the views of experts for bathing children, especially infants and toddlers, in indoor artificial pools. Research in the practical part was made by a qualitative method using secondary data analysis (operational and guest regulations, operational logbooks for 2015, the results of laboratory analysis of pool water for the 2015, laws and decrees), participant observation and interviews. The research was conducted in indoor swimming pools in towns Jihlava and Prachatice, which run swimming courses for infants and toddlers as well as for older children. For research, I set the following goals: C1: To monitor the microbiological and the physical-chemical indicators of the pool water quality in relation to Decree no. 238/2011 Coll., as amended, in pre-selected artificial indoor pools during annual operation. C2: To focus on the health status of children (infants and toddlers) in swimming classes. C3: To find out the knowledge and attitudes of visitors (parents) and trainers in the field of hygiene principles for swimming in artificial pools and risks arising from them. Based on the targets I have set the following research questions: V1: Are the monitored microbiological and physico-chemical water quality limits exceeded, and if so, which and under what circumstances? V2: What health problems, if they occured, did infants and toddlers after regular visits of indoor pools have ? V3: Are these children suffering from allergic diseases, and if so, from what type? V4: What knowledge and attitudes do visitors (parents) and lecturers in the field of hygienic principles for swimming in artificial pools and potential risks have? This thesis may serve the general public to extend the knowledge in the field of bathing (not only the children) in artificial pools and to give a view on this subject from different perspectives, as well as operators of swimming pools as an information material.

In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word. / Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak. / The birth of a sibling often results in a toddler displaying changes in behaviour, emotions and relationships. The aim of this qualitative study was to explore the mother's perception, experiences, as well as coping strategies of the toddler's adaptation problems, following the birth of a sibling. Semi-structured interviews were conducted with nine mothers. The study revealed that the mother's lack of knowledge and understanding of the developmental phase of the toddler, as well as the adaptation problems, manifested in misconceptions. These misconceptions affected her experiences of the adaptation problems, as well as how she managed it. The researcher concluded that mothers should be referred for parental guidance when adaptation problems are reported. Various recommendations to be used within parental guidance have been made. / Social Work / M.Diac. (Spelterapie-Rigting)

In die konteks van hierdie studie word daar deurlopend van die manlike vorm gebruik gemaak om na die kleuter te verwys, ten einde 'n lomp stelwyse te voorkom. Die vroulike vorm sou ook daarmee veronderstel en ingesluit kon word. Die vroulike vorm word gebruik wanneer daar na die moeder verwys word. / Merkbare verandering word soms in die kleuter se gedrag, emosies en verhoudings na die geboorte van `n baba waargeneem. Die doel van die kwalitatiewe studie was om die moeder se persepsie, belewenis en hantering van hierdie aanpassingsprobleme van die kleuter te verken. Semi-gestruktureerde onderhoude is met nege moeders gevoer. Uit die studie het dit duidelik geword dat onkunde ten opsigte van die ontwikkelingsfase van die kleuter, asook die aanpassingsprobleme aanleiding tot foutiewe persepsies by die moeder gegee het. Hierdie foutiewe persepsies het `n negatiewe invloed op die moeder se belewenis en hantering van die aanpassingsprobleme gehad. Die navorser het tot die gevolgtrekking gekom dat moeders betrek moet word vir ouerleiding wanneer aanpassingsprobleme by die kleuter aangemeld word. Verskeie aanbevelings wat van waarde kan wees tydens ouerleiding aan moeders van kleuters is deur die navorser gemaak. / The birth of a sibling often results in a toddler displaying changes in behaviour, emotions and relationships. The aim of this qualitative study was to explore the mother's perception, experiences, as well as coping strategies of the toddler's adaptation problems, following the birth of a sibling. Semi-structured interviews were conducted with nine mothers. The study revealed that the mother's lack of knowledge and understanding of the developmental phase of the toddler, as well as the adaptation problems, manifested in misconceptions. These misconceptions affected her experiences of the adaptation problems, as well as how she managed it. The researcher concluded that mothers should be referred for parental guidance when adaptation problems are reported. Various recommendations to be used within parental guidance have been made. / Social Work / M.Diac. (Spelterapie-Rigting)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)