Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 1994. / The aim of mis study was:
* to describe the life-world of pre-school children from a deprived community from a psychopedagogical perspective; and
* to determine in the light of findings obtained certain guidelines according to which accountable support could be instituted in order to meet the needs of pre-school children from a deprived community.
As introduction a psychopedagogical perspective on pre-school children is given. Education as a true human activity which finds its expression in the relationship between adult and child is examined more closely. From a psychopedagogical perspective the deprived child finds himself in a situation of dysfunctional education mainly because he goes through life with inadequate assistance and guidance of a responsible parent or adult. This results in the psychic life of the pre-school child being under-actualized. The lack of responsible adult intervention and accompaniment, which is based on the pedagogical principles of love, trust and authority, results in fee deprived child forming relationships within his life-world which are inadequate for his emancipation. The child from a deprived community feils to constitute a meaningful life-world.
It would appear that poverty together with environmentally disadvantaged conditions such as overcrowding, insufficient personal, financial and social resources, discrimination and deprivation, all interact with each other, resulting in under-actualization of the psychic life of the pre-school child.
Research literature has shown that parents of children from deprived communities were in no position to provide their children with any assistance, guidance or support. In most instances parents themselves have had little or no formal education. Families live in overcrowded homes with no electricity and proper sanitation. In most cases both parents work, leaving very early in the morning and returning late in the afternoon. The children are left on their own with hardly any control over mem.
In the light of the findings of this research, the following was recommended:
* That bridging module readiness classes should be established for children turning five years of age and that professionally qualified educators should be placed in charge of these children;
* that educational programmes for parents, teachers, school management staff, pupils and social workers should be organised to meet the varied needs of both parents and children especially from deprived communities; and
* that pre-schools should be established, registered, fully financed and controlled by the State with clearly formulated aims which are not only achievable, but are also in accordance with the realisation of the ultimate aim of education, namely, adulthood.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/563 |
| Date | January 1994 |
| Creators | Naidoo, Subromony Ramloo. |
| Contributors | Urbani, G. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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