Browsing by Author "Le Roux, Anne-Mari Reynette"

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    Nie-formele leerondersteuning in die grondslagfase
    (Stellenbosch : Stellenbosch University, 2004-04) Le Roux, Anne-Mari Reynette; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The role of primary educators ("parents") in the support of their children within school context, has in the past often been neglected. The responsibility for the support of their children within school context was left to teachers, or it was accepted that primary educators did not have specialized knowledge and that learning support should occur only at school. Within South African context primary educators are often semi-literate, illiterate or socio-economically disadvantaged and see themselves as incompetent to support their children within school context. The important role and influence that primary educators have on learners' learning support is nevertheless emerging prominently. Research indicates that pnmary educators play a key role in the cognitive development, language acquisition, literacy, affective and normative development of a learner. From birth the environment and external stimuli are mediated to the child. The primary educator supports his or her complete development. The learner will, for example, develop a sense of self worth through the security that the primary educator provides within the family system, and social behavior is learned through modelling. The question remains however as to how primary educators can be empowered to support learners within the family system in order to prevent potential barriers to learning and how to actualize learners' learning potential. Currently there is a need for literature regarding non-formal learning support and learning support strategies which are also directed towards the demands of Outcomes Based Education and also provide information regarding the profile of learners in the Foundation Phase. The aim of this study is to conduct a purposeful investigation into non-formal learning support in order that primary educators may be empowered to support their children's learning in such purposeful manner. The study has implications regarding the manner in which pnmary educators deal with their children's learning development, the actualization of the learner's learning potential in both the school and the family system, as well as the quality of the communication between primary educators, learners and teachers. The research was conducted from an eco-systemic and constructivist perspective. Learning support will remain reductionistic and ineffective without the dynamic and reciprocal interaction between the systems in which the individual functions being acknowledged, whether it is in the family or school system or not. The establishment of a triarchic partnership between the learner, primary educator and teacher contributes to the establishment of an unobstructed system of communication which promotes good systemic interaction. Each individual has a unique framework of experience (schemata) that influences the way in which he or she interacts with the social context or learning situation. This unique schemata must be acknowledged and incorporated into the teaching and learning situation in order to make the learning experience meaningful for the learner. The research methodology was planned within a qualitative framework and performed by means of an inductive investigation. Data was collected by means of an open questionnaire directed to four teachers, short biographical questionnaires directed to primary educators and two focus group interviews with ten primary educators. The data was continuously interpreted having regard to the participants' own perspectives, as well as the eco-systemic and constructivist foundation of the study. Such data was presented through a rich and detailed description of the participants' contributions. The completeness of these descriptions were verified through transcriptions and field notes. Such description of data, together with the literature review, formed the foundation according to which categories, themes and sub-themes were identified. The categories and themes subsequently formed the basis according to which data was interpreted and conclusions and recommendations were made. Conclusions confirm the importance of the empowerment of primary educators to support their children within school context. This empowerment embraces the intention of the South African Schools Act, 1996 (Act 84 of 1996). Primary educators already have the ability and skills to support learners within the school context. These skills should however be developed and supported. Primary educators should be made aware of these existing skills and be motivated to use it on a continuous basis. The social and interactive nature of learning is furthermore emphasized by the intentional and incidental interaction between the context, primary educator and learner. Knowledge of their children's development and learning will contribute to the effectiveness of primary educators' support and will ensure that this support is effected within the leamer's zone of proximal development.