On t.p.: Magister in Opvoedkunde (Spesialiseringsonderwys) / Thesis (MEd)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The role of primary educators ("parents") in the support of their children within
school context, has in the past often been neglected. The responsibility for the
support of their children within school context was left to teachers, or it was
accepted that primary educators did not have specialized knowledge and that
learning support should occur only at school. Within South African context
primary educators are often semi-literate, illiterate or socio-economically
disadvantaged and see themselves as incompetent to support their children within
school context. The important role and influence that primary educators have on
learners' learning support is nevertheless emerging prominently.
Research indicates that pnmary educators play a key role in the cognitive
development, language acquisition, literacy, affective and normative development
of a learner. From birth the environment and external stimuli are mediated to the
child. The primary educator supports his or her complete development. The
learner will, for example, develop a sense of self worth through the security that
the primary educator provides within the family system, and social behavior is
learned through modelling.
The question remains however as to how primary educators can be empowered to
support learners within the family system in order to prevent potential barriers to
learning and how to actualize learners' learning potential. Currently there is a
need for literature regarding non-formal learning support and learning support
strategies which are also directed towards the demands of Outcomes Based
Education and also provide information regarding the profile of learners in the
Foundation Phase.
The aim of this study is to conduct a purposeful investigation into non-formal
learning support in order that primary educators may be empowered to support
their children's learning in such purposeful manner. The study has implications regarding the manner in which pnmary educators deal with their children's
learning development, the actualization of the learner's learning potential in both
the school and the family system, as well as the quality of the communication
between primary educators, learners and teachers.
The research was conducted from an eco-systemic and constructivist perspective.
Learning support will remain reductionistic and ineffective without the dynamic
and reciprocal interaction between the systems in which the individual functions
being acknowledged, whether it is in the family or school system or not. The
establishment of a triarchic partnership between the learner, primary educator and
teacher contributes to the establishment of an unobstructed system of
communication which promotes good systemic interaction. Each individual has a
unique framework of experience (schemata) that influences the way in which he
or she interacts with the social context or learning situation. This unique
schemata must be acknowledged and incorporated into the teaching and learning
situation in order to make the learning experience meaningful for the learner.
The research methodology was planned within a qualitative framework and
performed by means of an inductive investigation. Data was collected by means
of an open questionnaire directed to four teachers, short biographical
questionnaires directed to primary educators and two focus group interviews with
ten primary educators. The data was continuously interpreted having regard to
the participants' own perspectives, as well as the eco-systemic and constructivist
foundation of the study. Such data was presented through a rich and detailed
description of the participants' contributions. The completeness of these
descriptions were verified through transcriptions and field notes. Such
description of data, together with the literature review, formed the foundation
according to which categories, themes and sub-themes were identified. The
categories and themes subsequently formed the basis according to which data was
interpreted and conclusions and recommendations were made. Conclusions confirm the importance of the empowerment of primary educators to
support their children within school context. This empowerment embraces the
intention of the South African Schools Act, 1996 (Act 84 of 1996). Primary
educators already have the ability and skills to support learners within the school
context. These skills should however be developed and supported. Primary
educators should be made aware of these existing skills and be motivated to use it
on a continuous basis. The social and interactive nature of learning is furthermore
emphasized by the intentional and incidental interaction between the context,
primary educator and learner. Knowledge of their children's development and
learning will contribute to the effectiveness of primary educators' support and
will ensure that this support is effected within the leamer's zone of proximal
development. / AFRIKAANSE OPSOMMING: Die rol wat primêre opvoeders in die ondersteuning van hulle kinders binne
skoolverband speel, is dikwels in die verlede nagelaat. Die verantwoordelikheid
vir die ondersteuning van hulle kinders binne skoolverband is aan onderwysers
oorgelaat, of daar is aangeneem dat die primêre opvoeder nie spesialiskennis het
rue en dat die leerondersteuning dus eerder geïsoleerd by die skool moet
plaasvind. Binne Suid-Afrikaanse konteks is primêre opvoeders dikwels
semigeletterd, ongeletterd of sosio-ekonomies benadeel en beskou hulself as
onbekwaam om 'n rol te vervul in leerders se ondersteuning binne skoolverband
Ten spyte hiervan kom die belangrike rol en invloed wat die primêre opvoeder op
die leerder se leerondersteuning het al hoe sterker na vore.
Navorsing wys daarop dat primêre opvoeders 'n sleutelrol III die kognitiewe
ontwikkeling, taalverwerwing, geletterheid, affektiewe en normatiewe
ontwikkeling van die leerder vervul. Van geboorte af word die omgewing en
eksterne stimuli aan die leerder gemedieer en word hy of sy deur die primêre
opvoeder ondersteun in sy ofhaar totale ontwikkeling. Deur die sekuriteit wat die
primêre opvoeder en die gesinsisteem verskaf, ontwikkel die leerder byvoorbeeld
'n sin van selfwaarde en word sosiale gedrag deur modellering aangeleer
Die vraag blyegter hoe primêre opvoeders bemagtig kan word om leerders binne
die gesinsisteem te ondersteun om potensiële leerhindernisse te vermy en hul
leerpotensiaal te aktualiseer. Daar is tans 'n leemte in die literatuur wat betref 'n
studie na nie-formele leerondersteuning en leerondersteuning-strategieë, wat gerig
is op die eise wat Uitkomsgebaseerde Onderwys stel, en wat ook inligting verskaf
aangaande die profiel van leerders in die Grondslagfase.
Die doel van die studie is om 'n doelgerigte ondersoek na rue-formele
leerondersteuning in te stel sodat primêre opvoeders bemagtig kan word om hul
kinders se leer doelgerig te kan ondersteun. Die studie hou implikasies in vir die wyses waarop primêre opvoeders met leerders se leerontwikkeling omgaan, die
aktualisering van die leerder se leerpotensiaal in beide die skool- en gesinsisteem,
asook vir die kwaliteit van kommunikasie tussen primêre opvoeders, leerders en
onderwysers.
Die navorsing is gedoen vanuit 'n ekosistemiese en konstruktivistiese perspektief.
Sonder die erkenning van die dinamiese en wedersydse interaksie van die sisteme
waarbinne die leerder beweeg sal enige leerondersteuning, hetsy binne die skoolof
gesinsisteem, reduksionisties en oneffektief bly. Die stigting van 'n triargiese
vennootskap tussen die leerder, primêre opvoeder en onderwyser dra by tot die
vestiging van 'n onbelemmerde kommunikasiesisteem wat goeie sistemiese
interaksie sal bevorder. Elke individu beskik verder oor 'n unieke
ervaringsraamwerk wat die wyse waarmee hy of sy met die sosiale konteks en
leersituasie omgaan, beïnvloed. Hierdie eiesoortige verwysingsraamwerk moet
erken word en by die onderrig-en leersituasie betrek word ten einde die
leerervaring vir die leerder sinvol te maak.
Die navorsingsmetodologie is binne 'n kwalitatiewe raamwerk beplan en
uitgevoer deur middel van 'n induktiewe werkswyse. Data-inwinning is gedoen
deur 'n oop vraelys wat gerig is aan vier onderwysers, kort biografiese vraelyste
gerig aan primêre opvoeders en twee fokusgroeponderhoude met tien primêre
opvoeders. Die data is deurlopend geïnterpreteer met inagneming van die
deelnemers se eie perspektiewe, asook die konstruktivistiese en ekosistemiese
grondslag van die studie. Die data is weergee deur 'n ryk en gedetailleerde
beskrywing van die deelnemers se insette. Die volledigheid van hierdie
beskrywing is gekontroleer deur transkripsies en veldnotas. Hierdie beskrywing
van die data, asook die literatuuroorsig, het die basis gevorm waarvolgens
kategorieë, temas en subtemas geïdentifiseer is. Die kategorieë en temas het
daaropvolgend die grondslag gevorm waarvolgens die data geïnterpreteer en
gevolgtrekkings en aanbevelings gemaak is. Die gevolgtrekkings het die belangrikheid van die bemagtiging van primêre
opvoeders om leerders binne skoolverband te ondersteun bevestig. Hierdie
bemagtiging sluit aan by die bedoeling van die Suid-Afrikaanse Skolewet, 1996
(Wet 84 van 1996). Primêre opvoeders beskik reeds oor die vaardighede om
leerders binne skoolverband te ondersteun, hierdie vaardighede moet egter verder
ontwikkel en ondersteun word. Hulle behoort bewus gemaak te word van hierdie
bestaande vaardighede, asook gemotiveer te word om dit op deurlopende basis te
benut. Die sosiale en interaktiewe aard van leer word beklemtoon deur die
intensionele en insidentele interaksie tussen die konteks, primêre opvoeder en
leerder. Kennis van hul kinders se ontwikkeling en leer sal bydra tot die
effektiwiteit van primêre opvoeders se ondersteuning en die aansluiting van die
ondersteuning by leerders se sone van proksimale ontwikkeling, bevorder.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50037 |
| Date | 04 1900 |
| Creators | Le Roux, Anne-Mari Reynette |
| Contributors | Engelbrecht, P., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | xxi, 270 p. |
| Rights | Stellenbosch University |
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