Die evaluering van 'n taal- en luisterprogram in pre-primêre onderwys

Louw, Ronelda Sharon (2004-12)

Thesis (MEdPsych)--Stellenbosch University, 2004.

Thesis

ENGLISH ABSTRACT: Research shows that approximately 40% of pre-school children in South Africa grow up in poverty and that a lack of effective support for these children results in their learning potential being underdeveloped at pre-school level. It includes physical development as well as language readiness. A compulsory Grade R year was introduced through the Department of National Education. Support programmes should be a priority for preschoolers as well as Grade 1 learners. Such a support programme is the language and listening programme. The aim of this program is to eliminate the gap between language comprehension and language usage. This study was undertaken to evaluate the existing language and listening programme. A sample was taken of Grade R learners from the Western Cape. A checklist was used to evaluate the experimental and thereafter the control group. The language and listening programme was presented over a period of approximately four months and both groups were re-evaluated. Results have showed that the language and listening programme have made a positive difference to the learners in the experimental group. This difference was with the following variables: Discrimination, Sentences memory 12, Analysis, Clap, Take away, Initial sounds, Synthesis, Forms, Circle, Position, First expressive, Does not fit and Naming. The conclusion was made that there is a significant difference in the level of learners who did the programme as opposed to those who did not do the programme.

AFRIKAANSE OPSOMMING: Navorsing toon dat ongeveer 40% van voorskoolse kinders in Suid-Afrika in groot armoede grootword en dat die gebrek aan effektiewe ondersteuning van hierdie kinders daartoe bydra dat hulle leerpotensiaal onvoldoende ontwikkel. Dit sluit fisieke ontwikkeling sowel as taalgereedheid in. 'n Verpligte Graad R-jaar is daarom deur die Departement van Nasionale Onderwys ingestel, en is die versoek gerig dat in hierdie voorskoolse sowel as Graad I-jaar prioriteit aan ondersteuningsprogramme verleen moet word. So 'n ondersteuningsprogram is die taal- en luisterprogram. Die doel van hierdie program is om die gaping tussen taalbegrip en taalgebruik te laat verdwyn. Hierdie studie is onderneem om die bestaande taal- en luisterprogram te evalueer. 'n Steekproef vanuit Graad R-leerders uit die Wes-Kaap is geneem. 'n Stiplys is gebruik om eers die eksperimentele en daarna die kontrolegroepe te evalueer. Daarna is die taal- en luisterprogram oor 'n tydperk van ongeveer vier maande aangebied en beide groepe is her-evalueer. Resultate het aangetoon dat die taal- en luisterprogram wel 'n positiewe verskil by die eksperimentele groep ten opsigte van die volgende veranderlikes teweeg gebring het: sinsgeheue 12, analise, klap, wegneem, beginklanke, sintese, vorms, sirkel, posisie, eerste ekspressief, pas nie en benoem. Daar is tot die gevolgtrekking gekom, dat daar 'n beduidende verskil in die vlak van leerders is wat die program gevolg het teenoor dié wat nie die program gevolg het nie.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/49918
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