Thesis (MEd)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: Preshool children from historically disadvantaged communities are often not stimulated
or supported in their early childhood development. Therefore these children are often not
school ready for formal education.
In previous studies it is reported that the mother has an important role to play in the
preschool development of her child. In a community where parents are struggling to
survive, the question is if those parents are in a position to support their children. The
purpose of this study is to ascertain how the preschool child perceives his social support
systems.
In a qualitative research design five year old children from a disadvantaged community
on the West Coast took part in the study. Out of the study it appears that the preschool
child visualizes one of their parents and in some cases a grandparent as their most
important support system. The facts however are that the parents in this community due
to a shortage of time, education and knowledge of how to stimulate their children, do not
playa supporting role in their early childhood development.
To support preschool children in this situation the parents as well as any other people
involved should be made aware of their responsibilities in this regard. They should be
equipped with the knowledge and competencies to enable them to support their preschool
children. It is important that intervention strategies are directed not only at the parents but
to all in whom the preschool children place their trust / AFRIKAANSE OPSOMMING: Kleuters uit histories benadeelde gemeenskappe word dikwels nie genoeg in hul vroeë
kinderontwikkeling gestimuleer en ondersteun nie. Dit het tot gevolg dat hierdie kinders
nie gereed is vir die formele onderrigsituasie wanneer hulle moet skool toe gaan nie.
Uit die literatuur het geblyk dat die ouer, veral die moeder 'n groot verantwoordelikheid
het ten opsigte van haar kind se voorskoolse ontwikkeling. In 'n gemeenskap waar ouers
in 'n stryd om oorlewing gewikkel is, ontstaan die vraag egter of die ouers in staat is om
'n ondersteuningsrol te vervul. Die doel van hierdie ondersoek is om vas te stel hoe die
kleuter sy sosiale ondersteuningsisteme ervaar.
In 'n kwalitatiewe navorsingsontwerp het vyfjarige kleuters uit 'n histories benadeelde
gemeenskap aan die Weskus aan die ondersoek deelgeneem. Uit die ondersoek het
geblyk dat die kleuters een van hulouers of in enkele gevalle 'n ouma as hul vernaamste
ondersteuningsisteem visualiseer. Die feit is egter dat die ouers uit hierdie gemeenskap
weens 'n tekort aan tyd, opvoeding en die kennis om hul kleuters te stimuleer nie werklik
'n ondersteuningsrol speel in hul kleuters se vroeë kinderontwikkeling nie.
Om kleuters in hierdie situasie te ondersteun moet hulouers, maar ook enige ander
persone wat betrokke is by die kleuter se ontwikkeling, bewus gemaak word van hul
verantwoordelikheid en ook toegerus word met die kennis en vaardighede om dit te kan
doen. Dit is belangrik dat intervensiestrategieë nie net op die ouer sal fokus nie, maar op
alle ander persone in wie die kleuter vertroue het.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53368 |
| Date | 03 1900 |
| Creators | Heese, Margarete |
| Contributors | Smit, G., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 127 p. |
| Rights | Stellenbosch University |
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