Thesis (MA)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: This study duplicates the research done by Vedeler (1997) in which she investigates
dramatic playas a format for" literate language". Particular attention is given to the
limitation she identified in her study, namely that the same results might not be obtained
in studies using children from other cultures/ socio-economic environments.
This study using children from another cultural! socio-economic environment, in this
case a particular South African environment, was undertaken to determine whether or not
her postulation that, sociodramatic play elicits literacy, was true. The extent to which
Vedeler' s findings are transmittable to a third world context was also investigated. In this
study Vedeler's methodology was implemented as far as possible.
The results of this study partially confirm Vedeler' s postulation that studies usmg
different participants could produce different results. They also partially contradict her
postulation. The present study confirms that cultural context probably affects the results
obtained in duplicating Vedeler's experiment. However, sufficient evidence was found to
confirm Vedeler' s hypothesis that participation in sociodramatic play results in the use of
more advanced syntactic language by children. The conclusion can be drawn that,
although the findings in her research can be generalised to different contexts, strong
account will have to be taken of various factors. These factors are the nature of the
cultural context in which the experiment is conducted, the development of the child in
this context and the influence this context has on the child's language development. / AFRIKAANSE OPSOMMING: Die studie is il duplisering van Vedeler (1997) se studie wat ondersoek ingestel het na
dramatiese spel as il formaat vir "geletterde taal". Die doel van die huidige studie was
om die leemte wat Vedeler in haar studie geidentifiseer het, naamlik dat die resultate met
kinders van ander kulture/ sosio-kulturele omgewings as deelnemers mag verskil van
haar resultate, aan te spreek.
Die huidige studie waarin kinders van il ander kulturele/ sosio-ekonomiese omgewing, in
hierdie geval il spesifieke Suid-Afrikaanse omgewing, gebruik is, was onderneem om
vas te stelof haar postulasie, naamlik dat sosiodramatiese spel aanleiding gee tot
geletterdheid, korrek is. Daar is ook ondersoek in hoe h mate Vedeler (1997) se resultate
binne il derdewêreld konteks veralgemeenbaar is. Die huidige studie het so na as wat
moontlik was die metodiek van Vedeler gevolg.
Die resultate in die huidige studie verskaf gedeeltelike bevestiging van Vedeler (1997) se
postulasie dat die resultate met ander deelnemers van háár resultate mag verskil. Dit
verskaf ook gedeeltelike weerlegging van haar postulasie. Die huidige studie bevestig dat
die kulturele konteks waarskynlik die resultate wat vanuit die duplisering van Vedeler se
eksperiment verkry is, geaffekteer het. Voldoende bevestiging is egter gevind vir Vedeler
se hipotese dat deelname in sosiodramatiese spel aanleiding gee tot meer gevorderde
sintaktiese taal in kinders. Die gevolgtrekking kan gemaak word dat, alhoewel die
bevindings van haar navorsing binne verskillende kulturele kontekste veralgemeenbaar
is, daar met die invloed van verskillende faktore noukeurig rekening gehou sal moet
word. Hierdie faktore behels die aard van die kulturele konteks, die ontwikkeling van die
kind binne hierdie konteks en die invloed wat die konteks op die kind se
taalontwikkeling het.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/51913 |
| Date | 12 1900 |
| Creators | Arendse, Rone Rosemary |
| Contributors | Van der Westhuysen, T. W. B., Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 64 p. |
| Rights | Stellenbosch University |
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