|dc.contributor.author||Scott, Katherine Christina||
|dc.contributor.other||University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.||
|dc.description||Thesis (MEdPsych (Educational Psychology))-University of Stellenbosch, 2005.||
|dc.description.abstract||The way in which society supports its children has a significant influence on the
way in which it will develop and prosper. Children are the key to a healthy and
sustainable society (Klein & Gilkerson, 2000).
Promoting the development of all learners during early childhood therefore forms
the foundation of the priorities the South African government has formulated for
early childhood development, namely the phasing in of a compulsory Reception
Year and Intersectoral support programmes for children from birth to five
(Department of National Education 2000).
The Report of the National Commission on Special Needs in Education / National
Committee on Education Support Services (Department of Education, 1997a)
makes recommendations for an integrated and inclusive system for all learners,
with an emphasis on programmes for children in the pre-formal schooling phase.
However, without strengthened education support services, notably relevant
teacher training, the legal right to education for these learners cannot be
implemented (Biersteker & Robinson 2000, 40).
This study presents the interpretations of three pre-school teachers', from the
Western Cape, South Africa, on their subjective experiences in implementing a
motor – skills programme aimed at promoting school readiness.
The sensory-motor skills a child possesses on entering school play an important
role in the level of scholastic success they could potentially experience throughout
their educational career. Thus when a child enters school poorly equipped to
begin learning, their chances of fulfilling their potential are restricted.
This research project focuses on the pre-school teacher who may have an
influential role in stimulating children in developing their full learning readiness.
A qualitative, interpretative research design was applied in order to conduct this
study. The methods I made use of were semi-structured interviews to gain the
teachers' unique experiences, my personal observations and field notes as well as
the teachers' daily monitoring forms. Through the data generated I gained new
insights into teachers' experiences of the implementation of a motor programme,
through identifying themes from their experiences.
The findings were presented in four areas of experience, namely teachers'
experiences in terms of themselves, the children, the parents and the
I believe that although the ability to generalise the results, was limited by the small
research sample, valuable information was gained with regard to teachers'
experiences of programme implementation.||en_ZA
|dc.publisher||Stellenbosch : University of Stellenbosch||
|dc.subject||Theses -- Educational psychology||
|dc.subject||Dissertations -- Educational psychology||en_ZA
|dc.subject.lcsh||Readiness for school -- South Africa -- Western Cape.||en_ZA
|dc.subject.lcsh||Motor ability in children -- South Africa -- Western Cape -- Testing.||en_ZA
|dc.subject.lcsh||Life skills -- Study and teaching (Early childhood) -- South Africa -- Western Cape.||en_ZA
|dc.title||Teachers' experiences of implementing a motor skills programme||en_ZA
|dc.rights.holder||University of Stellenbosch||