M.Ed. (Education) / The teaching of motor skills is to a large extent neglected in early childhood. This conclusion has been drawn from practical experience and observation obtained from teaching at a preparatory school. The research undertaken in this study has focussed on the design of a motor guiding programme in which individual motor skills can effectively be taught. Naturally the first priority has been to establish which motor skills a child must obtain at each developmental stage. Therefore this study analysed different characteristics of the growing child in the three developmental stages - the neonate, the infant and the preschool child. the next step has been to establish which criteria constitute the' basis for the motor guiding programme. The solution to this problem has been obtained from observing small children, ages three to six years as well as from scrutinizing the vast amount of empirical research on motor skills that appear in representative literature. The following criteria which emanated from the research programme, constitute the basis for the proposed motor guiding programme: individual uniqueness, the original situation, estimation of time, content, school readiness, sosializing, norm establishment, human dignitiy, positive selfconcept, realistic aims, aspiration level, stimulation, affective stability, safety and evaluation. The next stage of research was the design of appropriate teaching principles applicable to motor skills by the analysis of the cognitive, affective and motor aspects of the teaching of motor skills for preschool children. These principles appear to be: aims and goals, self actualization, sosialization, motivation, evaluation, structuring and contextualization. Having analysed these principles and criteria, a motor guiding programme has been developed.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:12787 |
| Date | 05 November 2014 |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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