Sosiodramatiese spel : ''n formaat vir geletterdheid?' binne Suid-Afrikaanse konteks

Arendse, Rone Rosemary (2000-12)

Thesis (MA)--Stellenbosch University, 2000.

Thesis

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.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/51913
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