This research comprises two articles. Article 1 covers the Behavioristic product centred approach to drawing development in grade R. This study reviews the historic, analytical view critically and accepts that the drawings of grade R pupils develop according to inherent, god given rules. This quantitative study shows that strategies such as modeling, instruction, negotiated drawings and the development of vocabulary can strengthen and accelerate drawing performance. Therefore Behaviorism is still relevant in OBE, because it not only delivers a more detailed drawing product, but it also attributes to the development of language and specific writing development. Because the child gains control of the drawing- and writing medium, pencil grip and line structure, he in addition also learns how to express his thoughts and his own verbal meaning in an ordered fashion. A purposive theoretical sampling was taken from the grade R classroom of a combined school in the Naledi district, because the groupâs drawing development is typical of the average grade R child in South Africa. Over the course of one school year â as part of the usual year program â the drawing performance as well as their writing development was assessed during January and November. A self compiled 20 point scale as well as the assessment standards for writing of the Department of Education were used as measuring instruments. This so-called passive (ancient) Behavioristic way of teaching enables both the child and the teacher, but the study emphasizes that a drawing can never be assessed only in a quantitative way with the child not receiving objective marks for the amount of detail, without his or her verbal explanation. Therefore it is advisable that this method is combined with a more dynamic, Constructivistic approach, in order that drawing development is used for a specific purpose.
This research comprises two articles. Article 1 covers the Behavioristic product centred approach to drawing development in grade R. This study reviews the historic, analytical view critically and accepts that the drawings of grade R pupils develop according to inherent, god given rules. This quantitative study shows that strategies such as modeling, instruction, negotiated drawings and the development of vocabulary can strengthen and accelerate drawing performance. Therefore Behaviorism is still relevant in OBE, because it not only delivers a more detailed drawing product, but it also attributes to the development of language and specific writing development. Because the child gains control of the drawing- and writing medium, pencil grip and line structure, he in addition also learns how to express his thoughts and his own verbal meaning in an ordered fashion. A purposive theoretical sampling was taken from the grade R classroom of a combined school in the Naledi district, because the groupâs drawing development is typical of the average grade R child in South Africa. Over the course of one school year â as part of the usual year program â the drawing performance as well as their writing development was assessed during January and November. A self compiled 20 point scale as well as the assessment standards for writing of the Department of Education were used as measuring instruments. This so-called passive (ancient) Behavioristic way of teaching enables both the child and the teacher, but the study emphasizes that a drawing can never be assessed only in a quantitative way with the child not receiving objective marks for the amount of detail, without his or her verbal explanation. Therefore it is advisable that this method is combined with a more dynamic, Constructivistic approach, in order that drawing development is used for a specific purpose.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-08182011-103147 |
| Date | 18 August 2011 |
| Creators | Groenewald, Annemarie |
| Contributors | Dr E van Zyl |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-08182011-103147/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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