This research stems from the problems that may be encountered
in an attempt to accompany the non-adult towards proper
adulthood in the absence of both communication and educative
intervention in the educative occurrence. The educator may
fail to render his educative task adequately without communieating
with the child and intervening educati vely in his
life; and the child may be deprived of his opportunity of
becoming a responsible adult.
A human child, particularly in the industrialised societies,
is confronted by various phenomena with which he often fails
to communicate normatively. This investigation is an endeavour
to reveal the essentiality of communication during
the educative intervention, that is, in guiding the child to
refrain from immoral, non-normative and unacceptable activities
and all that violates cultural adulthood according to
the norms, values and standards prevailing in that particular
community. It further aims at disclosing that communication
in the educative sense implies educative intervention,
failing which communication becomes meaningless.
Educative intervention and communication are, in truth, inseparable
during the educative occurrence and they should
supplement and enhance each other, because their separation
may imply the nullification of the educative guidance on the
part of the educator and the denial of the child's opportunity
of attaining acceptable adulthood. In order to assist
the child to gradually actualise his adulthood, the educator
who intervenes in his life should be a devoted communicator
who strives to communicate (verbally and non-verbally) his
knowledge, feelings, beliefs and attitudes to the child while
upholding his status of adulthood. It is not expected of the
true educator to communicate well about normative adulthood
verbally and simultaneously violate this through his nonverbal
communication which includes all unacceptable physical
activities which erode the dignity of adulthood.
It implies, therefore, that in his attempt to guide the child
to comply and respect the aspects, conditions and criteria of
adulthood the educator should respect and comply with them
verbally and non-verbally. A responsible person is expected
to maintain and promote adulthood through both verbal and
non-verbal forms of communication. / Educational Studies / D. Ed. (Fundamental Pedagogics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/18055 |
| Date | 06 1900 |
| Creators | Baloyi, Wilson Mavhavaza |
| Contributors | Reeler, Grace, 1930- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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