Thesis (MEdPsych)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Historical disadvantaged learners do not necessarily acquire the necessary skills that are
essential for successful enrolling in a school in the primary educational environment.
Certain factors in the problematic situation of the historical disadvantaged play an
important role in the readiness of the child to learn. Due to the vicious circle of
poverty, young children are caught in a web of insufficient education, lack of
involvement and illiteracy of parents and are often left emotionally, socially and
intellectually deprived.
A case study was used in a qualitative research design, which involved a focused study
of the Grade 1 class at Vlottenburg Primary, outside Stellenbosch. It was found that
factors within the learner's immediate environment frequently inhibit his or her
development, but that it can not be separated from the effect of socio-economic factors
which filter through to the wider community, family, the school and everyday existence
of the learner. Teachers are often not capable to educate and take care of overcrowded
classes with learners that are on different levels of readiness and development and to
handle the class situation in historical disadvantaged areas.
Learning support guidelines, which are based on the research findings, were drawn up
to empower teachers from historical disadvantaged communities to work with learners
from disadvantaged environments and to give them the opportunity to development to
their full potential. In future, there should be a focus on the empowerment of parents to
break free from poverty and illiteracy. This will have a positive effect on the education
of the child. / AFRIKAANSE OPSOMMING: Historiesbenadeelde leerders leer nie noodwendig die nodige vaardighede, wat
noodsaaklik is vir suksesvolle skooltoetrede in die primere opvoedingsituasie, aan nie.
Bepaalde faktore in die problematiese situasie van die historiesbenadeelde speel 'n groot
rol in die leergereedheid van die kind: Weens die bose kringloop van armoede is kleuters
vasgevang in ontoereikende opvoeding, onbetrokkenheid en ongeletterdheid van ouers en
word dikwels emosioneel, sosiaal en intellektueel gedepriveerd gelaat.
In 'n kwalitatiewe navorsingsontwerp is gebruik gemaak van 'n gevallestudie wat 'n
gefokusde studie van die Graad l-klas by Vlottenburg Primer, in die Stellenboschomgewing,
behels het. Daar is gevind dat faktore binne die leerder se onmiddellike
omgewing dikwels sy of haar ontwikkeling inhibeer, maar nie losgemaak kan word van
die effek van sosio-ekonomiese faktore wat deursyfer na die wye samelewing,
gemeenskap, gesin, die skool en alledaagse bestaan van die leerder nie. Die leerkrag se
bevoegdheid verleen hom of haar dikwels nie daartoe om 'n groot aantal leerders met
verskillende vlakke van gereedheid te onderrig en die klassituasie uit 'n
historiesbenadeelde omgewing te kan hanteer nie.
Leerondersteuningsriglyne, wat gebaseer is op die navorsingsbevindings, is opgestel om
die leerkragte uit historiesbenadeelde omgewings te bemagtig om leerders uit hierdie
benadeelde omstandighede te hanteer en aan hulle die geleentheid te gee om optimaal te
ontwikkel. Daar behoort in die toekoms gefokus te word op die bemagtiging van die
ouers om te breek van armoede en ongeletterdheid, wat weer 'n positiewe effek op die
opvoeding van die kind sal he.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52321 |
| Date | 03 1900 |
| Creators | Verster, Sanet |
| Contributors | Engelbrecht, P., 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 | 130 p. |
| Rights | Stellenbosch University |
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