Faculty of Education

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The vision of the Faculty of Education is to be "acknowledged and respected unequivocally as a leading and engaged research-driven education faculty". In line with this, we pride ourselves on playing a leading role in education, both locally and globally. Central to our vision is a commitment to engage with educational challenges, particularly in South Africa.

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Browsing Faculty of Education by browse.metadata.advisor "Anker, J."

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    Die ontwikkeling van 'n geletterdheidsprogram vir Graad R-leerders
    (Stellenbosch : Stellenbosch University, 2004-04) Pepler, Anel; Menkveld, H.; Anker, J.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Language is central to everyone's life, forms part of personal growth, interaction with others, and provides access to learning and development. In a multilingual country like South Africa a learner is not only expected to have a high level of proficiency in his mother tongue, but also in a second language. Investigations into the literacy proficiency of learners in the Foundation Phase, reveal that learners cannot read sufficiently well at the end of Grade 3. These investigations therefore focus attention on the instruction of literacy. The Revised National Curriculum Statement (2002) proposes that a balanced approach be adapted so that learners can develop skills and strategies to decipher the "code" of written language. The object of this study is to develop a theoretically founded Literacy programme for Grade R learners, which will equip them, in an informal and enjoyable manner, with an understanding of the concept of writing and getting to know the symbols of writing. This can be used as an alternative system of indications in initial reading for Grade 1. The focus of literary review is specifically directed towards two approaches in literacy, namely the holistic approach and the phonics approach. The holistic approach deals with literacy development unitarily and emphasizes concept formation, following a topdown process in reading instruction. The point of departure of the proponents of the phonics approach is that preparation for reading is done directly with written language. This approach proposes a bottom-up process. Phonemic awareness with letter-sound correspondence is instructed explicitly, directly and systematically prior to, and independently, of reading instruction. A positive attitude regarding reading and books is very important in the development of literacy and as much as 50% of attention in presentations ought to focus on establishing positive attitudes. To accomplish this, presentations should be planned according to the principles of early child development in terms of which the learners' level of development, capabilities, needs and fields of interest are taken as the point of departure. The empirical investigation in this study comprises a case study of a Grade R class. An intervention programme, in which the focus fell upon letter-sound correspondence, was implemented during the case study. The lessons introduced letter-sound correspondence, which was directly linked to the existing Literacy Curriculum being applied in Grade R at the time. A balanced approach, in terms of which components of both approaches in literacy development were incorporated, was followed. How a young child learns and attains a grasp of the world about him was thoroughly taken into account in the design of the intervention programme. No formal supervision was included in the intervention programme, but objective data were obtained through a thorough literature study, participatory observation by different observers and interviews with several role players. Grade R learners are eager to learn, are at a very impressionable stage of their lives and want to know more about writing and books. These learners were motivated so that they participated enthusiastically in the programme. Positive attitudes were inculcated and they eagerly commenced Grade 1.