Leerondersteuningsriglyne vir graad 1-leerders uit 'n historiesbenadeelde omgewing

Verster, Sanet (2001-03)

Thesis (MEdPsych)--University of Stellenbosch, 2001.

Thesis

ENGLISH ABSTRACT: Historical disadvantaged learners do not necessarily acquire the necessary skills that are essential for successful enrolling in a school in the primary educational environment. Certain factors in the problematic situation of the historical disadvantaged play an important role in the readiness of the child to learn. Due to the vicious circle of poverty, young children are caught in a web of insufficient education, lack of involvement and illiteracy of parents and are often left emotionally, socially and intellectually deprived. A case study was used in a qualitative research design, which involved a focused study of the Grade 1 class at Vlottenburg Primary, outside Stellenbosch. It was found that factors within the learner's immediate environment frequently inhibit his or her development, but that it can not be separated from the effect of socio-economic factors which filter through to the wider community, family, the school and everyday existence of the learner. Teachers are often not capable to educate and take care of overcrowded classes with learners that are on different levels of readiness and development and to handle the class situation in historical disadvantaged areas. Learning support guidelines, which are based on the research findings, were drawn up to empower teachers from historical disadvantaged communities to work with learners from disadvantaged environments and to give them the opportunity to development to their full potential. In future, there should be a focus on the empowerment of parents to break free from poverty and illiteracy. This will have a positive effect on the education of the child.

AFRIKAANSE OPSOMMING: Historiesbenadeelde leerders leer nie noodwendig die nodige vaardighede, wat noodsaaklik is vir suksesvolle skooltoetrede in die primere opvoedingsituasie, aan nie. Bepaalde faktore in die problematiese situasie van die historiesbenadeelde speel 'n groot rol in die leergereedheid van die kind: Weens die bose kringloop van armoede is kleuters vasgevang in ontoereikende opvoeding, onbetrokkenheid en ongeletterdheid van ouers en word dikwels emosioneel, sosiaal en intellektueel gedepriveerd gelaat. In 'n kwalitatiewe navorsingsontwerp is gebruik gemaak van 'n gevallestudie wat 'n gefokusde studie van die Graad l-klas by Vlottenburg Primer, in die Stellenboschomgewing, behels het. Daar is gevind dat faktore binne die leerder se onmiddellike omgewing dikwels sy of haar ontwikkeling inhibeer, maar nie losgemaak kan word van die effek van sosio-ekonomiese faktore wat deursyfer na die wye samelewing, gemeenskap, gesin, die skool en alledaagse bestaan van die leerder nie. Die leerkrag se bevoegdheid verleen hom of haar dikwels nie daartoe om 'n groot aantal leerders met verskillende vlakke van gereedheid te onderrig en die klassituasie uit 'n historiesbenadeelde omgewing te kan hanteer nie. Leerondersteuningsriglyne, wat gebaseer is op die navorsingsbevindings, is opgestel om die leerkragte uit historiesbenadeelde omgewings te bemagtig om leerders uit hierdie benadeelde omstandighede te hanteer en aan hulle die geleentheid te gee om optimaal te ontwikkel. Daar behoort in die toekoms gefokus te word op die bemagtiging van die ouers om te breek van armoede en ongeletterdheid, wat weer 'n positiewe effek op die opvoeding van die kind sal he.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/52321
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