n realis nie! - Digital Knowledge

SPO KSORS OF PRE-SCHOO L YE ARS 1978
BORG E VAN DIE K LE UTERJARE 1978 ·,
T H E STELLE NBOSCH FARMERS ' WINER IES, Oude Libertas,
Stellenbosch
R50)
J UTA & CO. PTY. Ltd., Regis House, Church St reet , Cape TOlI"n
R50
STAKD ARD BAK K. Main Road. Claremont
R50
PICK ' N PAY
R30
CAPE OF GO OD HOPE SAVIK GS BA NK
R25
CO KTI 1"E1"TAL TO UCH - :?- Cavendish Centre. Main Road.
Claremont
K ASIO NALE BOEKWI 1"KELS BPK .. Posbus 11 9. Parow
CAPE YO UNG BOOKS (PT Y) LTD .. lst Floor. Co r. T he Glen a nd
Main Road. Sea Point
R:?-O
SA PER MA KE KT BUILD IKG SOCIETY. Main Road. Clare mont
R20
MASK EW MI LLER LTD .. 7-11 Burg Street. Cape TO\m ....
RI5
T HURSTOK & CO (A F RICA) (PT Y) LTD .. 20 Roeland Street.
Cape Town ....
R I5
G ALT TE AC HI 1"G AIDS. Willowrnead Shopping Centre. 2nd
Avenue. Rondebosch East
RI O
JA ;-'lES MAC D01"ALDS, Main Road, Wynberg
R IO
T RUST BAK K
R IO
This publication is dedicated to
S A L LIE JA NE D AV IES
(2-12-02 - 19-1 0-78)
How do you tha nk a
[ell [he world of a
when yo u know (hat
wor k qu ietly, avoided
) 'OU
friend who has gone? How do
per son's devotion to her cal ling
that per so n preferred to do he r
the limelight , resented fanfa res
of glory and praise. was embarr assed by the ma ny
wo rds of th an ks an d zratitude which cam e her \ \3 \ ' . • •
1 am saying to theliving spirit [hat is Sallie Davies
todav: "Bea r with us teacher . menror and friend .
Yo ur students. colleagues. friends feel com plelled
to say the se wor ds. We have to tell the world of the
good service you hate given. We have [Q recor d, for
perpetuity. the very esse nce of this service. "
At a most modest, but well at tended me mor ial
service arranged by the Ca pe Cambrian Society at the
Broadhead Me mor ia l Ha ll. Claremont on Wedn esday.
:!5 Ocrober 1978, her friends of a ll colours. race s and
creeds gathered to pay a last tribute to this truly grea t
educationist .
For her friends a nd past students who could not
attend this moving service. we a re printing in thi s publicario n the wo rds spoken of he r o n this occasion.
As Pr inci pa l o f Ba rkl y Ho use Teacher s ' College
from J anuary 1950 to December 1959 and as lectu re r
in Ed uca tion a l Psychology fro m 1960 to 1965: a s
President o f the Ath lo ne Group for Nu rsery Education. in the man y facets of ea rl) chi ldhood education
a nd teache r trai nin g. she brought to us a bra nd of
practical. dow n to earth psych ology which was ini mita bly her 0\\ n. She read and studied the different
schoo ls of th ought. often referred to them b UI would
not be dominate d by any one school. She did no t beIieve in su bjecting: the very yo ung ch ild to hours o f
resti ng - bu t she did believe th at a sou nd know ledge
of child development sho uld be based o n o bservation
a nd eva lua tio n and indiv iduali zed educ a tion.
She kne w each child . each student an d she never
for got th eir na mes :
In her guida nce of young srud ents and he r staff. she
co ncent ra ted at a ll times on their positiv e attributes :
in this \\ ay she brought o ut the rest in all of us. \\ hen
Sa llie Davies said : " 1 know tha t you ca n do that well" ,
you did it. to the best of ~ ou r ability and oft en better
tha n yo u thought you were able to do it in the firs t
p'ace.
We are publish ing: the tr ib utes bro ught to Sa llie
Da vies a t the Broa dhead vlernor ial Ha ll last Wed nesd ay. These tri bu tes tell the sto ry of a tru ly remarka ble wo man whos e na me holds a place
a mo ngst the grea test in Early Ch ildhood Ed uca tio n.
D. E. T redoux
2
--IN H O U D
CO N TEN TS
.... 4,5
Editorial!Redak sioneel
Tributes 10 Sallie Jane Davies
Captain D . Eric D avies
Mrs Jean Rau benheimer
6
7
Learning in Early Childhood
M rs P. E. Re illy, De pa rtment o f Psycho- Socio- a nd Orthopedagogics, University o f Pre tor ia
8
Voorskoolse Opvoeding: on Lang term ynbelegging
Prof J.G. G ar bers, Fa kulteit Opvoedkunde, Randse Afr ikaan se Un iversiteit
14
Godsdiensonderrig aan die Kleuter
Dr D.l . Louw, Dosent in Praktiese Vakke, Teologiese Kweekskool, Stellenbosch
19
Diagnostiseringsmoontlik hede ell terapeut iese waarde ran kinderspe l
Dr Sarah van Wyk , Faku lteit Op voedk unde, Universiteit van Pretoria
.... 23
'n Ondersoek l1G die Leergereed heidsvlak ran Grootstadk inders by skooltoetrede
Dr C. S. Engelbrech t, Fakultei t Op voedkunde , Ra ndse Afr ikaanse Un iversiteit
28
Wer k houding by Sko olbegin
Dr T. van B. Vaughan , Assistent-hoof: Spesia le Onderwys , Siel kundige en Voorligtings-
diens, Natalse Onde rwysdeparte ment ....
Early Childhood Education Lectures series 197
~ l i s s D.E. Tred oux, Rector, Barkly Hou se Teachers ' College
35
....
*•
Th e ma in objective of this pu b licat ion is to share con structive thoug hts on new de velop ment s
concerning research and theories on early childhood education. Any viewsexpressed b) individual
contributors do not necessarily express the opinion of the Editorial committee.
Die redaksione le bele id van hierdie pu blikasie is om op skeppende wyse d ia loog aan te rnoed ig
in verb a nd met nuwe on twik kelings en teoriee in die veld van kleuteropvoed ing en kinderon twikkel ing . Enige sta ndpu nt ingeneern deu r indivi d uele bydraers vert eenwoo rdig nie noo dwendig
die menings en siening van die red a ksione lc komi tee nie.
COP: right reserv ed
Kc piereg \ oor bcho u
3
By join ing the Cap :
Ed uca tion Depa rtment on I Ja nua rv
19/ 8. Barklv House
Teacher s' . College
b ) To tra in a nvother
peop le in - work
connected
with
vounc chi ldren. of
"hich th e Co un cil. with th e con sen t of th e M inister . from time to
time sha ll appr ove.
c) To prove a centre
of research i n connec tion with work rela tinz to vounc ch ildren.
d l To esra'i li-h a nd conduct 'demonstrati on
a nd practising nursery sch ool s and to carry
o n any other act ivities re latin g to the edu cation an d ca re of infa nts : '
E D I T ORIAL
reached
ano th er
mile stone.
Fort y year s ago
the fc und.it ions o f
t he work we a re doinz todav wer e laid
down with the inaug urat ion of a teacher tra ining p re gram me in the gr ounds of the Lady Buxto n
Horne.
At the Ladv Buxto n Pre-school T ra ining
Cent re. as t he centre was named bv its in:
augurat ing committee (the forerunner o f o ur
present teachers ' college), two co urses were
offered :
The N urserv Schoo l Te achers. ' Certificatea thre e-year post Mattie post Sen ior Certi ficate course.
2 The i\.·ursery ~c h o ol Teachers ' Diploma n one-yea r course following a deg ree,
teacher 's certificate o r a n a pp roved nur sing
qua lification whic h included a t lea st one
yea rs ext ra tra ining (in pu bl ic health
a nd 'o r mothercra ft tr aining ) afte r a threeyea r general nursing qua lification,
By 19+1 the tra ining progra mme had expa nd ed to a n extent t hat made the physica l
facilities a t the centre off Newland s Road.
C laremont. inadequa te
A prope rty in M o lten o Road. C lare mont.
was thea purchased t hr o ugh the co-op erat ion
a nd with the finan cial support of the Dep artment of Educat io n. Arts & Science. The
ex ist.ng bas is o f the subsi dy was a ltered .
In the G overnment Not ice no . 1033 of 28
Se ptem be r 1 9 ~ 5 which a ppea red in the
Government G a zette no . 3551 of 28 Septernbcr 194";. it was " no t ified for zeneral info rrna tion t'iat t he Hon ora ble V in i;ter o f Educat ion
a pp roved in ter ms o f Sectio n one of Act no.
30 o f 1923 th at t he Buxt ' n Pr e-sch ool Tra inir-g Cent re at C la re mo nt. Ca pe T own. be
dec la red a p lace for higher ed uca tio n to be
kn ow n as the Buxto n Tra in inz C ollege" .
w, wish to record th a t t he-not ice -referred
to above o utl ined t he a ims of the college as
follo ws :
a ) T o train nu rsery sch oo l teache rs.
In 19 ~5 the name was changed to Ba rk lv
Ho use Traininz C ollege for i\-ursen" Educatio n. O n I Oct ober 1957 (follo win g the passing
o f the Voc at ion al Edu cat ion Ac t of 1955)
Bark ly H o use Tra ining Co llege was taken
ove r by the Union Dep artment of Educat ion .
Arts & Scie nce. a s a full state institution
(refer "The Develo pment o f ;\.ursery Educa t ion in South Afr ica wit h particula r reference
to Nurserv Sch oo ls 1930-1 958". Vera K.
Webber. p . 27-;0 ).
Since 1964 a ll co urses offered at the college
have received D ip loma stat us.
From 1973 t he fo llowing course> offered at
t he college were a p provedby the C ommittee
of Ed ucat iona l Heads, according to the Cr iteria fo r t he Eva lua t ion o f South African
Qu a lificat ion s for Purposes of Employment
in Educat ion :
Dip loma in Ed ucation : Pre-primary a three-year. post sen ior certificate o r other
qu ali ficati on regarded as equivalent thereto
by the Committee of Head s of Ed uca tio n .
H igher D iplo ma in Ed uca tio n: P re-p rima ry
- a o ne-yea r. p ost grad ua te course.
H igher D iplo ma in Ed ucat io n: Pre-primary
- a one-yea r. p ost three-year ed ucat ion
d iploma course.
\ Ve owe a very special word o f th anks to the
Department o f p'"at ional Education for t he
financial. administrat ive and pr ofes sional sup p ort given to th is college since its inception .
On I January 19 78 th is college wa s tra ns-
ferred to the Provincia l Ad min istra ti on of the
Ca pe of G ood H ope an d since that day the
coll eze has been kn own as Barklv Hou se
Tead i:rs' Coll ez e.
.
O ur mos t grate ful than ks are extended to
th e Depa rtme nt of Ed ucat ion Ca pe o f G ood
Ho pe. for raking this co llege into its adminis trative an d academi c fold .
We a re very proud ( 0 bri ng to this dep artment the knowledge and expertize bui ld up
in the subjects related to Early Ch ildhood
Ed ucat ion over the past four deca des. \Ve
feel. how ever. very humble and inexpe rienced
when we compare the shor t peri od of our
existence with the extended experience of this
depa rt ment in teacher tra ining. We ha ve much
to lea rn fro m our ne w department .
T o ou r new d epart ment, and to o ur collea gues ac ross the co untrv an d abroad . a wo rd
of ,,\pla nat ion about th is publica tion "The
Pre-School Yea rs" ("·Die Kleut erjare" ),
T he stud ents and editorial committee of
this coll ege dec ided seven yea rs ago to change
the format of their annual magazine from
the more traditional form to a " foru m for t he
sharing of cons tr uctive thouzhts on new
develop ments concerning research an d theories on earlv child hood education ".
We are very for tunate in having p ublished
over the past seven years . mo re tha n sixty
co ntributions on a varictv of sta temen ts.
th eories a nd resea rch in th e field of ea rlv
chi ldh ood edu ca t ion which we feel can hold
the ir own with th e best articles written on the
subject of ea rly devel opment. guidance an d
lea rninz.
\V~ intend to continue presenting papers
in both officia l la nguages, To a vo id duplication . the ed itor ial comment will be pr esented
al terna telv in English and Afr ikaa ns.
To our sponsors. listed on the inside front
a nd back pages of th is pu blicati on . we extend
a verv sincere wo rd of thank s. Students.
friendj and colleazues here a nd abroad a re
benefittinz bv YOUr grac ious genero sity.
T he fol lowing mo~t worthy-ac ad emic panel
of contribut o rs have agreed to assist us with
contri butions:
Pr of. G . W. Fo uche. Head . Depa rt ment of
Edu cat iona l Psychology. University of
Na ta l
Prof. J. G . Gar bers. Fa cultv of Ed uca tion.
Rand Afrikaa ns Universitv
D r ~!. G rey. Imp, ctress: T ra nsvaa l Edu cation Depa rt ment
D r. J. Ha milto n. P rincipal. Scho ol for the
Dea f. Wo rcester
P rof. J. D. L. Han sen. Depa rt ment of
Paed ia trics. Universi ty of the Witwatersra nd
"
Mrs P. Reilly. Dep art ment of Psycho-,
Socio- an d Orthop eda gogics. Unive rsity of
Pre tor ia
Prof. J-I. C. H. Sonne kus. D epa rtment of
Psycho- , Soc io- an d O rthop edag ogics. Universitv of Pretoria
Pro f. -G . Sta nder. Head. D epa rt ment of
Edu cat iona l Psychology. Universi ty o f
Stellen bosc h
D r C. F. va n Ren sburg. D epa rt ment of
Education . Rand Afri ka an s Uni versity
D r T . van B. Vaug han. Na tal Educat ion
Depart ment.
\Ve welcome con tr ibutions which will be
p ublished subject to th e approval of th ' ed ito rial commi ttee.
T his edit ion of "The Pre -Schoo l Yea rs"
acknowledges the contributions mad e by :
Dr D. J. Louw, Lecturer in practical
subjects. T heologica l Sem ina ry. Stellenbosch
D r Sa rah van \\'yk. Faculty of Education .
Universitv of Pretoria
D r C. S·. Engelbrecht. Ra nd Afrika a ns
University.
As we wish to sp read this info rmation not
only throug hout this co untry. but also abroa d.
we app eal for more English articles.
To ou r contribu tors. to our spon sor s. to
our stu dents. a nd to \Ir J_ G . J. Ehlers.
Senior Lecture r Admin .. Mr s J. ~1. G ilfillan.
Lecturer. Ch ild ren 's Literature a nd Librurv
M a nagement. \l r:'t L Ph ilip s. Lecturer.
English La ng uage & Lite rature. ~tr s I. Luyt .
Lecturer. Afr ikaan se Taal en l.etter kunde.
who ha ve a ..sisted me with the cor respond enee. co -o rdi nation and ed iting of this pu blicat ion. rnv most sincere thanks ar e extended,
f give mv a -su ra nce that the re search. time
and mone)~ spe nt o n th i~ pu blicat ion i., ind eed
as sist ing us in bu ild ing up an ever increasing
fund of info rma tion in this area of studv,
devel opment and research to wh ich we have
pledged ourselves. namel y :
to establ ish a safe. happy. stimula ting
environmen t for early development a nd
learning - to bu ild a sound fo undati on on
wh ich the education of ou r Young ch ildre n
may be established.
.
M iss D. E. T redoux
Rector
s
II
A TRIBUTE
by Captain D. Eric D OI";es. Former President of the
Cape Cambrian Societ v
On Saturday. 7rh October. '-l is:; Sallie Da ... ies was
taken. ill. 4 da~ ~ ~ater she was removed 10 hospital in
a senous condition. After another g davs, i.e. on
Th ursday even ing of last week - 19th October - God
l ooked d~",n on her lying on rhar hospital bed and
said -~Jlhe has suffered enough - I must bring her
home.
" Ac He a esrynnodd ei law ac ai cvmerodd ato" whereupon He extended His hand and earh ered her
to Himself
And for lh i~ reason \\e hav e assem bled he re this
afternoon to pay homage - a last tri bute - to the
mem ory of th is re markable person. Sallie Davies "as
born almo st i6 years ago in the litt le villa ee of Rhos
No rt h Wales. She came to South Africa " hen she "a~
8 years o f age cut. for health reasons. had to rerum to
\\ a les almost immediately after her a rriva l here.
1 here she remained unt il th e comp letion of her
educaricn. She obtained the ~1 . A. degree of the Un iversny o f Wa les at Bango r and a Dipl oma in Child
Psychology at the Universirv of Birmineha m Return'r-g to th is country in the mid-tw enties sh~ first
ravghr at the Rustenburg J unio r Schoo l. I believe her
classroom was an o ld disused stable.
T hereafter she taught at the Teacher s ' Traimne
Co lleges at Cradock a nd O udtshoc m . a nd also at the
Teac her T raining Centre of Bula wavo . From there
she came to the Hewar Training Co llege for Co loured
Teachers. Athlone. a nd .Ii!:ter became Vice-Pri ncipa l
of the Cape Town Training College at M e v.. bra v:
therea fter she \\3S elect ed Princ ipal o f Barkly House
T ra ining Colle ge fo r Nursery Edu cation at Clare mont.
\\ hic h posmon she held unt il he r retire ment.
N ot co ntent to rest o n her oa rs after he r well-ea rned
rerlre r::ent. she beca me the m o...ing spirit fo r the
esta blish ment of the A thlo ne Cent re for the trainin a
of Co loured l"urscf)' School Teachers. This is the
only centre of its kind in So uth Africa .
She took an active inter est in this cent re to the end
o f her day s. Needless to say she was held in high
estee~ by the Coloured Co mm unity at Athlo ne. Sallie was an ed ucationist in the true sense of the
word : she was able to put aside m...-iahtles whenev er
necessary and ma inta in the broad view alwavs.
Her vaca tio n in life was the ed uca tion or" rhe child
and the training of teachers for child ed uca tion .
She "as undoubtedly instrumental in la v-ine the
fo undation for good cit izenship in the young pe ople
privileged to come under her influence. a benizn
mfluence "hich will ne...-er be lost.
-
For th e temple thar Sa l/ie builded
S hall endurt' ",·hile the ages roll.
Fo!, Ihe beamiful unseen temple
Has the child's immortal soul.
Yr oedd Sa llie yo Gymraes g'Aenh ei chanmol
yo g>feilles g\\ enh ei chad
ac yn g:.meriad g\\enh ei chanhn.
Th is is translated as:
"
SalIie \\as .3 Welsh" oman wonh pra ising
a fn end \\onh ha...-ing
an d a character" onh follo"\.."in g.
6
~ s a Wel..h w om an she was proud of her Welsh
heritage a nd was an authority o n the Welsh lanauaee.
She was a fai thful member of Cvmdeirhas C\-:--mn v
Penrhyn.The Cape Cambrian Society. On on e
ca sion she was elected President and. needless to sa y.
she had a most successful term of office.
•
In our regular S unday services ..'ea rs aeo Sallie
would oft en preach the sermon and "she \..ould com pare very fa..c ura bly with the or da ined minis ters who
also took turns at these serv ices.
She had a 10\ ely singin ~ ... oice and woul d sine so nzs ,
hymns and pen illion with hw ~ 1 - i.e. with heart and
soul .
Sall ie did not really favour o rganised religion . Her
anitude must have stemmed from her ch ildhood da ..s.
She "as brough t up as a Bap tist. In her tinv villaecin
No rt h Wales t~ere " ere ~ Ba ptist Churches. each
with Ih own pomt o f \-ie..... and non e would aeree with
the o ther. This. of course. resulted in much di sbarrnon.y which poss ibly rubbed off on to thi s sensi tive
child . But please do not toe m isled bv mv wo rds
Sallie "s faith in God the Father. God "the "Son and
God the HoI) Ghost "as unshakeable:
A s salt resolved in the ocean
S he "·as s wallowed in God 's sea
.
Past faith and lInbeliel·illg
Past doubt. past certainty.
How ..... ell the follo..... ing lines by Ella Wh eeler Wilcox
describe Sallie's att it ude ..... ith rega rd to reli gion:
" l et there toe many windows [0 vour soul [hat all
the glory of the uni..erse may bea ut ify it. Not (he
narro w pane of one poor creed can catch the
radian t ra ys that shine from countless sources . . ...
bu t ther e is no need for me 10 cont inue - you know the
poem .
As a friend - she was a friend indeed to a ll a nd sund ry regardless of vocation or skin pigme nta tion. She
was a good staunch friend and neighb o ur and he r
home was a lways o pen to those wh o wished to unload
~ h eir tro ubles. Those in dist ress wo uld co me [ 0 her as
If she was a " Father Con fessor " an d confide in her
with (he ass ura nce (ha t their con fidences \..ould never
be betrayed. She had an ins tinctive und ersta ndin g of
th e emotions. stress es and strains under lvine human
probl ems and conflicts. "R oedd drws ei" thi bvth a
beunydd led led ) pen" - The door of her house was
always wide ope n to all who wish ed to enter.
Her friends " ere legion. of all ages. colours. creeds
and walks of life: th ey ranged from Dru id s. Peers.
Sch olars to those in the lowli est of occupations a nd
were scattered over a wide area of [he globe. T his "as
evidenced year a fter year when the "aIls of her lounee
and dining: roo m were strun g up with scores of Chris(mas cards from friends far and near.
\\ hilst I was still in service befo re mv own retirement I often used to [ell mem bers or" m...· staff retiring, tha t life was for li... ing not existing. as so many
peo ple seemed to cwn (Q \ecetat e immediateJ.... the ....
retired.
.
"
I " ould a lso gi... e th em the. old ScOtsma n 's pra)er:
-~~ ay the lord keep )OU all\ e as long as )·ou li\e.Th is would often pro",'oke some amusement bu t
that \\as not m:-- intention - I meant just \\ hat l sa id.
I'ow that is e~actly "hat the l ord did to Sallie - He
kept her ALIVE as long as she li\-ed and she in tum
LIV E D until she died.
Th ough she will ce missed in man)· \.Iuaners
S he shall nor grok' old as l4;e that are left gro" · old
Age shall not " ·ean· her nor the ~·ears cor.demn
A t the setlin; of the 'sun and in th; morning "·e ~·i11
ren:ember her.
oc-
She was a ster ling ch aracter an d tho ugh highly ed ucated was extremely int elli ge nt.
She was a most vivacious and dy nami c perso na lity
- to be in her company was ind eed a tonic.
He r views a nd comments on anything and every th ing were invariable ori ginal. inform a tive. interes ting
and-often so amusing, She was blessed with a deep sense of humo ur. both
in its mod ern "comi c" co ncep t and its a ncient con notation of co mpas sion. sympa thy and empat hy.
She: was a delightful an d lovabl e character.
She was a great Welshwoman a nd a grea t So uth
Afr ica n.
" H vn a allodd han hi ai ewnaeth" - Wha tever lay
wirhin her a bilirv she wo uld do.
In truth she meri ted the accolade:
"Da. was da a ffydd lawn" .... hich. being trans-
Iared. is " Well don e. tho u good and faithful
servant."
I like to imag ine that Sallie . in her last lucid moment s. soliloqu ised in this manner>
If this bit of Afr ica is w crthier beca use of me
Sweeter for the 500£.., I sine
Str o nger for the stren gth f -bring
Purer for the path I (rea d
Lighte r for the light I shed
Richer for the gifts I give
Ha ppier beca use I liv e
The n not in vain have I been I.
Had I bee n p rese nt I wo uld ha ve responded:
"Sa llie. Sa llie. no t in vain ha ve vou been vo u. ,.
We mourn Sal lie 's passin g as a personat Ioss.
We salute he r grac io us memo ry.
A TR IB UTE
TO
SALL IE D AVIES
BY ;\IRS JEA :\ RAUBE:\H EI;\ IER
Chair woman. At hlone Group for Nursery Education
We ar e here tod ay to pa y tribute to our Preside nt of
the Arhlone G rou p for Nursery Edu ca non. ou r very
dear friend and colleague - Sa llie Da vies - a very
s pecia l per son.
Born in Wales. sh e was ed ucated at the Univer sirv
o f Wa les and Birmingha m Uni versi ty before com ing
to (his co untry to de vote he r life to th e ed uca tion of
the yo ung children of So uthern Africa. where she was
to play such an im portant part .
After teachin g at trainin g colleges in Cradock .
Oudtshoo rn and Bula wayo. she beca me principal of
Barkly House in 1951. J uS( be fore this tim e. in 19-t8.
a group of yo ung pare nts whose childre n had enjo yed
the benefits of a good nursery school. fanned what is
no w known as The Arhlone G ro up for Nursery Education ; their aim being to esta blish a strin g of nursery
school s to prov ide for the less privileged child ren.
The first nursery school was o pened in 19-;9 at Th ornton Ro a d Arhlc ne. In 19 5 ~ Sa llie Da vies a nd the staff
of Ba r kly House took upo n themselves the respo nsibility of training coloured st udents for nurs ery school
tea ch ing receiving no remunera tio n for their time and
effo rts a nd rhus the Arhlo ne T ra ining Coll ege was
fo unded and still is the onlv o ne of its kind in the
co untry. T he link between "rhe two colleges is still
mai nta ined tod ay. In 1955 another nursery school.
Blouvlei . was open ed and in 1960 Ath lo ne moved into
the premises they occupy today. The group no .... comprises a trainin g college and two nurs ery schools
providing for -W st udents. 80 children at Athlone and
45 a t Blo uvlei. We have com e a long wav from
the littl e school in Th o rn ton Road alm-ost 30 years
ag o.
Since then. Sallie Davies has alwavs bee n on the
At hlone Committee. fired wirh cr nh usia srn. love and
an inte rest that never wanes. A sincere intellectua l.
we could always rely on her sage advice and experience
to gu ide us through o ur develo pment a nd o ur problems. A grea t H uma nita ria n. she will a lways be rememb ered fo r her tremendous warmt h and vital int e res t
in peop le. She was tot ally \\ itho ut preju dice and therefore her being with us was so mean ingf ul. Communicatio n was he r ley to succ ess and she ga\e o f all she had
( 0 ac hieve it. I am sure tha t a ll will agree it was a
p rivilege to work with her. Neve r one for the lime light.
never taki ng c redi t for her d ue. she wo uld work almost
behin d (he scenes usin g he r wond erful abilirv to d raw
out (he best in others "a nd inspire (he m with a co nfidence they never knew they had. A tru ly rem a rkable
perso n.
A s well as being the Preside nt of th e Athl one G roup
fo r Nurse ry Ed uca tio n and Cha irm a n of the Ath lone
T ra ining Cent re. she becam e a member of the Child
l ife Soc iety. Th e Ea rly Lea rning Centre and was
mad e Ho nor ary' President of the Wes te r n Ca pe Soc iety
for Ea rly C hild hoo d Ed uca tio n.
D uring her last years her att ention was focuse d
mai nl... on Athlone. She will alwavs be remembered
by those who ha ve work ed with he r on the committee
with love an d admiration and her e xam ple will rema in
as inspirat ion to those who follo w. She will a lso be
remembe red by the staff and pa rents and by the
st udents of A rhlone. whose e xa miner she was. In
fact. acuve to the end. she was du e to play (his role at
the en d of yea r practical exa minatio ns v..hich started
toda v,
H ~ r loss to Athlone will indeed be a great on e but
her nam e and achievements will live forever. A n
amazi ng We lsh woman who con ceived (he idea of
nursery ed uca tio n for everyone mer a qu arte r of a
century a go ; believin g so stron gly in a goo d founda tion being so vital to the de velo pment of a child. Her
spirit will surely always be with us. Th a nk you Sa llie
Da vies for a ll you have given us. We a re truly grateful.
7
LEARNING IN EARLY
CHILDHOOD
P. E. R EI L L Y
Paper delivered at the Symp osium
of the South African Association for
Earlv C hildhood Educat ion: Ear lv
Childhood Edu cat ion - the Chance
of a Lifetime. held at the Un iversity
of Nata l from 11-13 Ju ly 1978.
The significance of learning in early chi ldhood
has al ready been aptly sta ted in the theme of
this conference - " The Cha nce of a Lifetime:'
It is a statemen t whic h is not disputed to day
for a wealth of well docu mented evidence
exists to pro ve that the co nsequences o f disadvantage o r depr ivation in early childhood
are multiple an d cum ula tive, a nd ca n be
d isastrous fo r both the individua l a nd societv,
O Uf present awareness of the critical role
played by ear ly learning in the to tal span nf
hu man devel opment is clea rly summ ed up
by' Dr M ia Kellm er Pringle when she wri tes.
"T ha t early childhood expe riences have great
pote ncy is qu ite beyo nd doubt: so is the fact
th at the co nseq uences a re long las ting and
mav be di fficult to al ter".
T his recogni tio n has. as vo u well kno w.
ziven rise to intense interest a nd ac tivi rv in
the field of earlv ed uca tio n over the las t"deca de and to searchi ng invest igat ion aim ed at
findin g better ways of helping you ng children
learn.
T wo fa to rs hav e em erg ed ou t of research
an d studv in this field to - oecome ma tt ers of
part icular concern to those of us d irectly
concerned with early learning an d to ma rkedly influence ou r educational practice. 1 refer
firstlv to the realization that mental " und ernourishment" (inadeq ua te senso ry an d inte llectu al stimula tion) in earlv childhood can
ret ard and even impai r men tal de velopment.
and that co nseq uently the quali ty of experience in ea rly childhood is vitally impo rtant for the child 's later scholastic prog ress
and. therefore. for the eventu al contribut ion
he is abl e to ma ke to soc iety as a particip ating
adu lt. The seco nd facto r which is exertinz a
particular influence o n o ur thinking and prac8
tice tod ay is the importa nce att ri buted to the
ad ult as insti gato r. suppo rter. guider a nd
reinfo rcer of the vo unz child 's Iea rni nc. She
no longer sta nds on the sidelines of a "-ell set
stage fo r learning and " lets thing s happen" .
but is intensely invol ved in the to tal lea rni ng
situa tio n.
As a result of the se two insigh ts. pre-school
edu cat ors hav e had to accept greater acco unta bility for th e impact of ear ly education o n
intellectual de velopm ent (Evans, 1975 ) a nd
mo re part icular ly fo r their own act ive role
in helping you ng children lea rn in th e best
possible way during a period of life when the
qu ality of lea rni ng is said to ma tt er mos t a time when th e child is mos t respon sive a nd
mos t vulnerable to en viron mental influence.
T he large r part of this symposi um is co ncerned wit h specific an d effective ways in
whic h we as edu cators (whether we be pa rent s.
playgroup leaders. day ca re mot her s. o r
nursery school teachers) can help young
children learn.
I will approach this the me in a more genera l
sense to try to give a broa d pers pect ive on
ea rly learn ing. In doing so I ho pe to offer
yo u a framewo rk for effective planning and
responsible ac tio n in your own particula r
field of ea rlv ed ucat ion.
\V.e are riced tod av with so manv d ifferen t
theor ies and philosophies abo ut ea rly learn ing. so many programme alterna tives. an d so
muc h contrad icto rv evidence about th e effectiveness of such progr ammes that many
of us feel co nfus ed and unc ertain as we a ttempt to accommoda te new ideas withou t
throwing basic values overboard . as we, fo r
exa mple: face the pro blem of how to becom e
mo re involved in the ch ild's lea rnin g witho ut
becoming overdirec tive: how to int roduce
cognit ive- com ponen ts into the progra mme
withou t becoming fo rm al: how to achieve a
thread of continu itv in ou r curriculu m witho ut
curtailing the child 's freedo m and initiative.
o r making lea rning experiences d idactic an d
regimented. It is difficult to come to grips
with t hese pro blems unless one has been able
to cla rify for oneself a concept of ea rly learn-
ing. to identi fy for oneself the imp ortan t
aims o f earlv ed ucation and to evaluate
metho d s an d " str ategies on the ba sis of a
th orough knowl edge of yo ung child re n 's
need s a nd the wa v in which t he y Jearn. In the
present con text of ea rly learning th is involves
maki ng a choice ba sed on one 's conv ict ions
abou t - life in general a nd child rea ring in
pa rt icula r. My lect ure tod ay reflect s my own
convict ions which a rise out o f my ow n p rac t ica l experience in the field of early edu cation.
the op port uni ti es I hav e had of wa tc hing
st udents in tera ct ing with young child ren.
a nd which a re. o f cou rse. bas ed on a nd influenced by ma ny o uts ta ndi ng ed uca tors wh o
ha ve co ntributed to the exten sive literature
in the field of early ed ucation .
I wo uld like to "begi n bv sha rin c with vo u
Dr Fe in an d C larke-Stewart 's an alvsis ofthe
subtle assum pt io ns an d th eo retical biases on
wh ich ea rly education p rog rammes a re bas ed
because I believe tha t this a na lysis pro vides
a useful structure for oricn ta tins o ne's ow n
position an d cla rifying on e's ow n idea s. T hey
po int o ut that any a p proach to early lea rn ing
involves taking a position o n certa in issue s
which they see as fundamenta l an d significa nt
dimensions of ea rly learni ng progra mmes,
Ea ch of these d imensions is viewed as a
co ntinu um alon e: which th e educator ta kes
a posit io n in acc ordance with his own t heoreticall y fo unded biases an d a ssu mp tions.
T he iss ues involved a re:
T he weigh t given to heredi tary or environmenta l infl uence in d eve lop ment.
II . T he rela tive e mpha sis pla ced on a learning ch ild as a gai nst an informed chi ld.
HI. The question as to whether ed uca t ion
should be d irec ted towards t he wh ole
chil d or shou ld emphasize a pa rtic ular
as pect of deve lopment.
IV. T he level of educa tion attemp ted.
v. T he rela tive e mphasis on a teacher -centred
or material cent red a pproa ch.
vr, T he degr ee to which t he p rogra mme is
structured.
L
Id entifvinz one's ow n sta nd on these issues
is an im po rtant step in cla rifyi ng fo r oneself
t he " wha t". "how" . an d " whv' of a so und
a pproach to ea rly education . Fe in and C lar keStewa rt suggest t ha t befo re any programme
fo r ch ild ren is esta blished it sho u ld receive
such scru tiny from it s prospect ive im plementers or ass essors (19 73). T his leads me to a
sta tement of my own broad conception of
early lea rn ing wh ich rests. in th e fir:;t place.
on the foll owing ass umptio ns:
l. T hat ea rlv learnin g is vita llv imp ortant
beca use it is the fou~ndati on on wh ich a ll
future lca rnins rests. Skills. att itu des . inte rests. va lues. a nd persona lity str engths have
th eir roots in these yea rs. What we d o or d o
not d o to o r for t he chi ld d uring th is pe riod
rea lly matters a nd pre-sch ool education ha s
an obligati on to mak e t he most of the yo ung
child 's educat ional potentia l by find in g part icu larand signifi ca nt ways of helpi ng hi m build
so und foundation s fo r his tota l development.
I n th is sense p re-school edu cat ion is mo re than
a readine ss progra mme for primary school it is ed uca tion fo r life!
2. T ha t t he yo ung chi ld is a n ac t ive agent in
his 0\\'0 deve lopme nt a nd lea rning. H e is not
th e pa ssive product of what we d o to o r fo r
him but is act ivelv ens az ed in ma kin g sens e
of his ow n world a nd b ecoming a person in
h is ow n right. F o r this reason hizh va lue
sho uld be -placed on self init iated ac tivity
which is meanin gful to the child because it
a rises ou t of hi s own interests an d h is persona l
quest for know ledge, an d we sho uld be ca ref ul
abo ut over-p rescribing activity fu r you ng
chil d ren.
3. That the en vironme nt is impo rtan t a nd
must foster d evelopment. All essen tia ls for
develo pm ent a re n ot to be found in the chi ld
him self and growth tow ards competency and
responsibility is not automatic. H is development hin zes on both the na ture and richn ess
of exper ience a va ilabl e to h im a nd his inne r
ca pacities. T hu s child a nd enviro nment inte ract to p romote or to constrain d evelopment.
a nd where th e vo u nz ch ild is concerned the
human environme nt- is of overriding importan ce.
4. T hat th e voun e chil d learns throu gh explorat ion a nd di sco very in a concrete comexr.
Prozra mme focus sho uld th erefo re be on
ex plo rat ory and d iscovery learn ing. T his is
refer red to in literat ure as a p rocess-orientated
concept of educatio n. It means that the o bject
of educa tion is not a n informed chi ld who has
ma stered spec ific content and can prod uce
certain right an swe rs bu t ra ther th at the ch ild
sho uld lea rn t he sk ills required fo r a cqu iring
knowledge. proble m so lving. conceptualising
an d reas oning i.e. the skills fe r lea rn ing. Th is
does not mea n that cont ent is un important
in pre -sch oo l program mes. Young child ren
9
sho uld be continually observ ing. que stio ning.
testing. discovering and practising skills.
and they cannot do this in a vacuum. The
pre-school educator must identify those areas
of reality which are most appro priate fo r the
yo ung ch ild's learning . and I believe that this
has become a central problem in o ur present
prog rammes. In their zeal to pr ovide a varied
context fo r learning some teache rs tend to
introduce specific content into the programme
which has little re levance to the vo una ch ilds
wo rld . Such co nte nt has litt le impact on the
yo ung: child who can best integrate knowledge wich is persona lly meaning ful to him
because it is co nnec ted in som e way with
the stream of his own life. and the teachers
effort ha s been wasted .
5. That readiness is an important facto r in
learning. This has two implicatio ns fo r early
learning prog rammes. Firstly that it is both
fru itless and harmful to d rive children to
learn before they a re ph ysio logica lly a nd psycho logically read y for such lea rn ing. Second ly
that o ptima l learning is most likely to take
place when an o pti ma l matc h is achieved betwe en wha t the ch ild a lread v kn ows and fresh
intell ectual cha llenge. T his match is no t
easilv achieved in adult directed act ivity in a
gr oup situation and self selectio n o f acti vity
often leads to the best learning.
6. T ha t earl v ed ucation mu st focus o n th e
wh o le child "if it is to be successful beca use
feelings and learning are so closely interwo ven as to be indi visible in earl y ch ildhood.
7. Finally. that early learning programmes
will be success ful in 50 far as t hev are able to
respect the uniqueness o f each individual
child and create an en viron ment which is
personally meaningfu l and satisfying to each
ch ild in terms o f his o wn needs and interests.
W ith this background of ass umptions in
mind [ wish to move o n now to identifv the
impo rtant characteristics of an optimal
learning environment in early ch ildhood .
I have alrea dy po int ed out th a t early learning is co mmi tt ed to the who le ch ild an d con ceives its goa l as education fo r life: that it
ai ms to help the child esta blish so und fo undatio ns for future development , But what is it
that gives the yo ung child 's present such
quality that it beco mes an assurance fo r the
future ? What are the ing redients o f an optimal
learning environment for the yo ung chil d?
What must we as adul ts strive fo r in creat ing
such an env ir onmen t ?
10
I suggest that our first concern in early
chil dh ood is with the child 's feelings because
feeli ng; unde rlie all behaviou r. A child who
feels inadequate act s inadequa tely: a chi ld
who feels unlo ved acts un loved : a child who
is afraid withdraws from the cha llenze of
trying (Rudol ph & Cohen. 1964 ). A ch ild who
is o verwh elmed by anx iety cannot implement
his intelligence: a really insecure child cannot
even play!
I . S ecurit v
The first requirement of an optimal learning
environment is that it sho uld give the child
a deep sense of security. This security gro ws
o ut of the tr ust that the chi ld is able to place
in caring adults who are importa nt to him adults who a re accepting. consistent. warm
and su ppo rtive. It is. of course. in the home
that the mo st impo rtant learning in this
directio n takes place. It is essentially through
the quality of th e re latio nship with th e mothe r
tha t th e infa nt lea rns to trus t others an d feel
safe in the wo rld. It is this basic trust which
gives the child the security and courage to
face new experiences. try new behavio urs. and
become gradually a perso n in his own right.
But. however good and satisfying ho me life
rnav be th ere co mes a time when the chil d
must move beyo nd the ho me to explo re th e
wider world. First experiences ou tside the
home can play a cr iticalro le in eit he r strengthening or shattering- the child' s attitude of
trustand feeling of sec urity, [f a go od nursery
schoo l. or play group . or day ca re centre offers the ch ild first exper ience s o utside the
home which strengthens these feelings and
extends them to include o ther adults. it
pro mo tes positive attitudes in the child which
are impo rtant to personality develop ment and
acts as an impetus to total develo pment. But
the ch ild in group care is also intensely vulne ra ble to neglec t. lac k of wa rm th a nd suppor t. and particularly to punitive discipline.
T his type of exper ience a t the ha nd of firs t
educato rs o utside of the farnilv circle can
teach the child to distrust the wide r community a nd to be fearful of venturing fo rth to
explo re an expanding world.
2. Positive self-concept
T he seco nd requ iremen t of an optimal learning enviro nment is th at it sho uld hel p the
child to deve lop a trust in his own wo rth a heal thv feelinz o f self-esteem. T his is imp or ta nt because the child ' s altitude to himself is a determinant of behaviou r. It has been
said that it determines how effective ly he
lea rns. as much as. if not more than his actua l abili ties (M. Kellmer Pringle, 1975).
A child 's self conc ept is developed ma inly
through the views which significan t others
ho ld of him and his evaluat ion of his own
worth azai nst criteria which he has "cauzht"
earl y i; life from peop le tha t matter to
him. He sees himself through the eye of the
ot her.
Ea rly education must nurture the development of a positive self concept in the child.
Good early learning pr ogra mmes ach ieve
this goal largely through the way in which the
teacher pra ises the child fo r achi evement and
respond s to his mistakes and fail ures: the
way in which she matche s her expectat ions
to his capabilities: the way in which she invests each child with persona l dignity in the
eyes of the g roup . a nd th e way in which she
encourages him to rely o n his own resou rces.
Encouraged to actualize his own un ique
po tent ial in a specially designed a nd supportive environment which he can mas ter
the child will gro wn in independence and self
reliance: given oppo rtunity for free play suitable to his own level of develcpment he will
develop confidence and initia tive. The emphasis is on positive experience which teaches
child ren to put tru st in their own resou rces.
In this way good pre-school experience helps
the child to shape his view of himself in such
a way th at he de velops a positive but not
un realistic self conc ept - a conc ept that will
give him the co ura ge to try.
3. Learning {} tak e responsibility
An optimal learn ing environ ment also guides
the child towa rds increasing independence.
This invol ves helpin g the child to develop
those competencies which enable him to
look after himself in matters of everv day
living an d extend ing his funct iona l kn owledge
abo ut the surro unding world. It also means
a llo wing the child an increasinz freedom of
choice '\,vithin car efullv drawn- boundaries.
for there are many choices which the young
child is not vet read v to make . But even at
this earlv age the ch'ild must learn to make
decisions and be sup port ed in accepting the
conseq uences of his decisio n:') if he is to pro gress toward s making better decisio ns. T his
type of learning is not possible when we make
al! decisions for the child, overdi rect his
activity o r overprotect him and allow him no
leeway fo r making his own mistakes. It can
onl v be fostered in a non-authoritarian but
supp ortive envi ronm ent which encourages
the children to think for them selves and recog-
nizes that blind obe dience is a poo r foundation for moral insight.
4 Values
Sound j udgments are based on sound values
and an optimal learn ing environ ment must
a llow for the teaching of such values. Val ues
are learnt through the process of identificatio n. When the adul t-child relati onship in the
pre-school gro up is characterized by wa rmth,
acceptance and love. identificatio n becomes
a potent edu cative force and the pre-school
teacher is ab le to teach va lues as she lives
them a nd makes them mean ingful with in the
co ntext of her wa rm relatio nship with each
individua l chil d. Hymes (1968) writes ..that
everyth ing about a well loved teacher gets
under a child 's skin: Her pat ience: Her
hu mour : Her reasona bleness; Her kind ness;
her helpfulness to those in distress . . ."
These a re major learni ngs in the life of a
litt le chi ld. and we effectiveness of this type
of learning depends not o nly on what the
adu lt does but on wha t she is. Teachers working with very youn g children need to have
personal qua lities which includ e warmt h and
inner stabil ity. The y need to be peop le of the
highest integri ty. T hey a lso need a sensitivity
which enables them to meet each child in his
persona l world and help him to find directio n
which is personally mean ingful to him.
5. Intellectual challenge
\Vhen yo ung children feel secure in their
relat ionships with important others. have a
healthy self-este em, and a sense of develop ing
au tonom y. they ar e eager to learn . and good
ea rly lea rning prog -amrnes confront them
with intellectual challe nge.
Th is is the aspect of earl y lea rning which is
mos t strongly emph asized today and arou nd
which much con tro versy revolves. for there
a re many d ifferent points of view a bout the
best way to foster the development of the
young child 's cognitive potent ial. Hendr ick
(\975 ) write s that the cognit ive aspect of
learn ing seems to bring out the wor st in so me
teach er~ who trv to reduce intellectual learn ing to a series ot~ isolated activ ities and dr ills.
She rightly p oints out that if we wish to develop in the child a positive and eager attitude
towards lea rning. the cognitive cu rr iculum
must be presente d so that it is a genuine
source of pleasure to young chi ldren . Hymes
(1968) is saying the sa me thin g when he tells
us to " teach so that th e young child is glad
to be alive !" How do we achie ve this goal '?
Not , I believe. by adding on to our proIt
gramme cogni tive components in the form of
special period s for language. or conc ept fo rma tion. or perceptual tr aining . o r by making
increasing use of commercial materials
(a ltho ugh these certain ly ha ve a place in the
pre-g ramme) ; but rather by using every a spect
of our experience -based programme to promote the ch ild's cognitive lea rning. In th is
way we bind cogni tive learning to affect ive
experience and integrate it wit h soci al learning . We in volve the wh ole chil d in situ at ions
wh ich a re pers onally' meaningful to him beca use the v are rele vant to his dai lv life and
p romo te cognitive develop ment
an integr a l part of total de velopment.
Fo ur factors play an imp ortant part in the
achievement of this goal. T hey are :
as
I. T he physical environment wh ich we de liberately st ruct ure so t hat it elicits expl ora to rv behaviour and gives direction to th e
ch ilds lea rni ng. A - skilled and creative
teacher can a rra nge her env ironment in such
a way that the child can ha rd ly escape learning in spite of his fre edom to ch oo se ac tivitv and actua lize his own initia tive. She
uses her environment as her mo st impo rtan t
teaching tool. and it beco mes the chi ld's
mos t impo rtant learning aid.
2. The soc ial environment wh ich is rich in
o r portunity for int eraction, verba l communica ion , language en ha nced activity , a nd socia l
lea rning.
3. The presen ce of a highly skilled teacher
wh o pla ys a key role in extending a nd enriching the ch ild 's learn ing.
4. T he child himself with his innat e cu riositv his eagerness to learn . A first priority in any
a pp roac h to cogn it ive lea rning is sur ely to
nurture this curiosity: to help the chil d mai ntain his sense of wonder; to exte nd his openness an d sensitivity to exper ience: to encouraze him to wa nt to find o ut:
The-se four fac to rs cr eate a d vnarn ic learning
environ ment and with in thi s frame work pIa}'
becomes the chi lds maj or avenue for learn ing.
The ch ild plays in an swer to provocative and
exciti ng worl d. i n d oing so he practises
skills, relates to o thers. exp lo res reality,
exp resses feelings. com municates ideas in
words. verifies discover ies and int egrates
experience in to the selfvby - using play as a
medium for con solidating jimpressions ; inform atio n and feeling .' And the te acher'is there
to enc ourage. support and gui de : t he 'child
as he learns. She does not stav 'on' the side-
.
12
;I
line s an d leave the child larzelv to h is own
devices. She is co nstant Iv al;rr· an d looking
fo r t he teachable moment when she can use
the child's own interest to ext end his learning.
(Hendrick (1975 ) refer s to this as t he spo ntaneous cognitive curriculum .) H owever. t he
pre-schooljeacher of today does not rely
enti rely o n this "spur-of-th e-mornent" intervention to promote learning. She must ma ke
sure that he r programme makes allowance
for all imp ortant a reas of learning a nd so sh e
int roduces specific material an d ne w experience into her programme at specific
times to give direction to the child 's learning.
In this way she is able to develop a thread of
continu ity in her curriculum and allow for
graduated challenge to the child ren 's intellect. (Hend rick (19 75) refers to this as the
ho rizontal curriculum . It is concerned rnostlv
with broadening the chi ld 's real exper ience].
Th e teacher then con sciou slv uses the child's
ongoing involvement in events and ac tiv itv
to -dev~lop t hin king skills. She encourages
the accurate use of t he senses in acqu iring
knowled ge: she capitalizes on th e chil d 's rea l
experience to promote conceptual learning by
encouraging the ch ild to blend language with
experience. to identify similarities and d ifferences. to see relat io nships. to classify. to
underst and the rela tion sh ip between cause
and effect. to make deductions. Sh e also
hel ps the chil d to devel op his proh lem so Iring
skills by encouraging him to formulate problems. sta te and test hyp otheses. and draw
conclusion s. (This corresp onds to som e extent with wha t H end rick (1975) call s the
ver tica l cosniti ve cu rriculu rn.) It s success
depends o n-the way in which it is embedded
in th e play-orientated experience -based preschoo l pr og ram me to give depth and d irection to the ch ild's own eager inv o lveme nt in
act ivit y which eng ages hi~ in terest becaus e
it is relevant to his da ily life and personall y
meaningful to him .
The p resent emphasis on cogn itive de velop ment a nd th e role of pre -sch ool ed uca tion in
preparing the ch ild for primary school ha s
lead to a trend away from free play to planned act ivitie s. Children are mos t typ ically
recurred to participate in special act ivitie s
indoo rs with structured materials that demon strate certain phy sical attributes such a s
colour. for m. size and spatial relati on ship s.
o r which require the ch ild to p ractise his
abil itv to match. d iscrim inate. seria te. cla ssifv
etc. in so me ca ses chi ldren are requ ired
p lay indoo rs because sedentary acti vity and
fine mu scle contr ol is regarded as a mo re
to
valuable preparation for formal learning
than outdoor play. Th is emphasis on sed entarv activity and fine muscle control lo ses
sight of the signi fica nce of senso rv-rno to r
acti vity for conceptualizati on in early chi ldhood. It is in m ovement wh ich in vol ves the
whole bcd v that the vounc child is able to
a ver a nd over again his own phyexperience w
sica l relation ship to the env ironment: to
match sensorv data to mot or data and make
discoveri es about relative size. space. t ime and
directi onality which are essential to h is own
orientation in the wo rld and his a bilitv to
p rogress to more abstract levels of th ought.
Gerhart (973) st resses the intellectual va lue
of movement by indicating its importance for
the development of bcdy ima ge and conceptual a bilities. She writes that " m ovement is the
foundation of conceptualization" .
It is clear that our goals for early learning
must be firml y based on a sound kn ow ledge
of the vounz child if we are to be successful
in creating in optimal learning environment
for him. When we focus too narrowl y o n th e
training of intellectual skills without taking
the whole child into account we defeat our
own ends, It is . moreover. imp ortant to
realize that the pre-school child is no t a
miniature ve rsion of a primary schoo l ch ild.
H e experiences his world differently in that
his involvement in reality is intensely subjective : he is swaved bv affect rather than bv
reason: he is less a ble to control h imself and
find, it difficu lt to delay grat ificat ion: he is
still very dependent on the physical care and
support of adu lts: he is onl y just sta rt ing to
discover his own identity and is extrernel v
vulnerable in this reg ard - even the quality
of hi s thinkinz is di fferent to that of a n o lder
child. In any- sort of gr oup-care situ ation
impartiality and fairness are not enough for
the pre-sch ool child . He needs to kn ow that
the adult in charge rea IIi' cares for him (Newson 1972).
Ju st a s early chi ldhood has its ow n unique
character so earlv ch ildhood ed uca tion sho uld
have a special character which ena bles it to
meet the needs of yo ung children adequatel y.
Play is one of th e imp ortant ways in whic h we
mee t thi s requirement. but it is essen tiall y the
qual ity of the re lationship between adult and
child. and the affec tive climate created bv tha t
relati on ship which lends ea rly education it s
specia l character of intimacy. wa rm th and
suppo rt which encourages active exp loration
and expressive acti vity, It is within t he contex t of th is rela tio nsh ip that the most fundamenta lly impo rta n t education ta ke s place
in earl v childh ood.
Kellmer Pringle (1975) writes:
" G iven inborn p otential for de velop ment. given the impetus for maturation.
given en vironmental op port unities of an
appropriate kind at an appropri ate time.
wha t can sti ll be missing is the m ot ivati o n
to lea rn to make progress. The essential
d rivinz force of the will to learn has it s
roots fn the quality of relationships availa ble to the chi ld from the beginning of
life"·
REFERENCES
EVA:"S , E. D. : Contemporary tnfiuences in Early
Education, Holt. Rineh art & Winsto n. 1975,
FEIN. G . and CLARKE-STEWART. A : Da r Care
in Context, John Wiley and Sons. 1973,
GERHART. L. A. : .\loring and Knowing, Prentice
Hall. Inc.. Englewood Cliffs. 1973,
HE:\DRICK , J.: The Whole Child. Mosbv Sr. Louis.
1975,
.
.
H YMES , J. L.: Teaching the child under six . Cha rles
E. Merrill & Co .. Columbus. Ohio. 1968.
KElL.\tER PRI:"GLE, \1. : The S eeds of Children.
H utchinson. Lo ndon 1975.
RUDOLPH & CO H E;\': Kindergarten: A year ot
learning. Meredi th Publishing Co ., N Y. 1964.
13
Voorskoolse
Op voeding:
'N
LANGTERMYNBELEGGING
PROF. J. G. G ARB ERS
(' ~-- c
-;.- gestrernde kinde rs aangepa k. 'n G ro ot verINL EIDING
skeidenheid versorgings- en o pvo edin g st ra teD ie j are sestig en sewentig sal on tho u wo rd a s
giee is ingespa n, O it het o.a . ingeslu it gedie dekade s van ongeew enaarde belangstelling
sondheidso rg, kultu rele verryking. taal-, peren a ktiwit eit ten bate va n d ie o pvoed ing van
sept ueel-mo to riese. en intellektucle sti mud ie jong kind. Na d ie oo rs pro ng van hierd ie
Iering en op voedi ng, Ieermot iver ing sop voebelangstel ling is elders ver wys (G a rb ers ,
d ing . o uerbegeleidin g. d ie inspan en begelei1975: 2- 3).
d ing van vryw illigers, en d ie betro kkemaking
D ie ra sio naal vir d ie fok us op d ie voo rvan d ie ge rnecnskap .
skoolse kind lyk, veral gesien die ba siese tese
Merkwa ard ig genoeg. en a nders as wat die
va n Bloom (1964: vii). send er twvfe l vet geval was me t die opvo edi ng en ond erwys
an twoo rd : Var ia sies in d ie orngewi ng her
van kinders van and er o uderdornme , is die
d ie grootste invloed o p bepaald e eienska ppe
op voed ing van d ie voorskoolse kind aan omvan On persoon wa nn eer daard ie eiensk a ppe
vattende, saa kl ike en indringende eva lueri ng
besig is om vinnig te verand er, en d ie klei nste
onderwerp, (Die op voed ing en o nd erwys is
invloed wanneer d it stadig vera ndz r. Daar
oo r eeue gekenm er k de ur d ie feit d a r opbestaan mi n twyfel d ar die o n twik kelings voeding-. en onderwysrnero de s in "n gro ot
te mp o g edur end e d ie eer ste vyf tot ses Iewen smate op in tutti ewe grande uitgevoe r is en
jare di e hoogste is. En da a r is oak. va n opoo k (selfs vandag nag ) slegs syd elin gs of slegs
voedkundi ge ka nt gesien. geen t wyfel nie dat
gedeeltelik zeevalueer is.) D ie feir dar d ie
d ie ornzewinz van di e voorskoolse kind d ie
~' o ors kool se~ on derwvs, veral van milieuste rkste aek ont ro leer . beheer, verrvk en gevreesloos geeva lueer
gestrernde Ieerlinge.
or d en kan word. Sodra d ie kin d skool toe
is. kan wa arskvnlik net aan een saak toeze gaa n en daa r naas d ie uitb reid ing van d ie gesk rv f word. 01.- dat da ar by d iezene wat met
sinsw ercld d ie toe voe ging van d ie skoold ieop voedi ng van d ie voo rskoolse kin d besig
wereld en d ie gerneenskapswereld plaasvind,
was . geen oomblik twyfel was oar die uit slae
wo rd d it baie rnoeiliker om d ie k ind se lecfvan d ie eva lueri nzsonde rsoe ke nie.
were ld een d uidiz re or d en.
Baie sroot was dus d ie relcurstcllina toe d ie
D ie rnassale bela ng stelling in d ie o pvo eeva lue ring sond ersoe ke op ko rt te rmy n bai e
d ing van d ie voorskoolse kin d is ook baie sterk
gestirnu leer deu r ' n sosiaal-politiek e beeenduid ige resultate opgelewer het: D ie invloe d va n die algernen e en ko m penseren d e
woenheid. D eur opvoedin g en on derwys is
opvoedings - en stim ulerin g sing repe het on
d aar probeer om d ie kind uit d ie minde rbeslis te en d ra rnatiese invloed op d ie kleuters
bevoo rr egte en minder skoolgeri gte orngewing
zehad. maar d aa rd ie invlo ed he t weer red elik
daard ie opvoedi ngsblootstelling te gee wa r
verd wyn, Afgesien van hierdie al g zrnene
aa n hom 'n kans bied om ' n sukses van sv
bevin din g, he t d it oo k geblyk dat d ie mees
skoo lloopbaan te rnaak, en sodoende te o rutoege spitsde en fo rm ele prog ram me (soos d ie
sna p nit d ie a rrno eds pi raal (Birch en G usson,
- 170 : 268) waa rin hy vas gevang is.
" Academi c Pre sch ool" (G a ro ers, Faure . Kok,
1976: 99 e.v.) ) in di e verg elykende on d erso ek e
Met die gr oots-rnoontlike toe wyd ing, oo rsp ronkl ikheid, oorgawe en hoe ve rwagti ngs
op korttermyn. meesai d ie beste gevaar het in
is die vo or sk oolse opvoedi ng van mi lieueva luering sondersoe ke. fe it bly nietemin dat
so
gOll
14
die tota le evalueringsbeel d van die groat verskeidenheid prog ramme en stra tegiee hoegenaamd nie eenduidig was nie (Garbers. Faure.
Kok, 1976: hfst .: Ill ). Die hoof- en konsekwente indruk wat ezter wel na vcre zck om
he t , was d ie sg. " fad'e-Jut" of a feb -etfek op
kortterrnyn .
1. R EA KS IES OP KORTTERMYN-EV ALUERINGSBEVINDINGS VAl\' YOORSKO O LSE O PVOEDI"G
Die reaksies op die korttermyn-evalueringsbe vindings was bate u iteenlopend. Ouers en
wyse opvoed kund ig es vera l in die V.S.A . was
skepties oo r die re sultate van die empiriese
eva lueringsondersoeke en het net vo et by stuk
gehou dar die massale ingrepe soos in die
Head Start-program nie anders kan ni e as am
opvoed kundig wen slik re wees. Ander kritici
5005 die skool kr it ikus Illich (19 71' ) het dit
as een van sy aa nkn opingspun te gebruik om
d ie skool as instellina fundamenteel te kriti -
seer en ' n pleidooi
opte bou vir die ont-
skoling van d ie rnaatskappy, o mdat d ie skool
teen die kind uit die nie-skoolge rigte milieu
disk rimineer en hom die geleen theid tot volle
rnaatskaplike toegang en vordering ontse.
' n Ander groep het egter sek ere fun da mentele vrae begin vra, en hie rdie vrae was
o .a . d ie volgen de:
2.1 Beskik diemilieu-gesrremde leerling moontlik nie oor die nodige erflike intellektu ele
potensiaal om by die opvoedingsingrepe te
kan baat nie ?
O rnd at d ie teike ngroepleerlinge vir kompenseringsopvoeding op voo rsk oolse v Iak in
d ie V.S.A. ho ofsaaklik tot bepaalde et niese
groepe behoort het , het die kwessie van rasseverskille in intellektuele begaa fdheid gou aan
d ie o rde sekorn . In hierd ie debat het Hensen
(196 8. 19-71 en 1971 ). Schu ev (1966). Hunt
(196 1. 1969 en 197 1). Kaga n (1969) e.a . baie
sentraal gestaan .
Die beantwoordinz van hierdie vra az (nl,
dat die intellektuele- a an leg va n die mili eu gestrernde kind daartoe lei dat hy nie by d ie
voorskoolse o pvoedi ngsprogramme kon baat
binne opvo ed ingsrnilieus met dieselfde vla k
van stimulering is groter as die verskil le in
intellektuele prestasie van kinders met dieselfde er nike aanleg wat opgroei in milieus wa t
baie van mekaar verskil ten opsigte van die
vlak van intellektuele stirnulerin g, Hierd ie
belanzrike kwalifiserinz L O.V. die re latiewe
krag ~an orngewing en Dorerwing gee natuurlik nag geen antwoord op die implisiete
aantyging dat kornpenserende voo rskoo lse
opvoeding as gevolg van onvol doend e erfl ike
aanleg nie geslaag het nie. orn da t daar nog
geen afdoende riglyn is om te kan se dat daar
bv ' n kind. veral die verwaarloo sde en milieugestrernde kind. ' n gebr ekki ge erflike potensiaal is nie.
Afgesien van die Haag na die oo rspronklike erdike potensiaal. is daar nog ' n reeks
opvoedingsinvloede, kultuur- en subkult uurinvloede, ens. war die verwesenlikinz van intellektuele po ten siaal kan d wa rsboo m, Om
maar enkeles te noem: Die intellektuele ontwikkeling kan gesmoor word de ur o.a. die
opgroei onder oms ta ndi ghede van uiterste
armoed en o pvoed ingsverwaarlo sing. ver blyf
in inrigtings, o npersoonl ikheid van prirnere
opvoedingsverho ud ings, gebrek aan kognitiewe stirnulering, die kleurloosheid van die
vaderbeeld, en emosionele blokkerings. regressies of verwringi ngs - almal faktore wat
ook die persoonlikheid van di e kind vo rm
( Frankenstein. \ 970 : 6:!. 70.96. 11 1. 163). 'n
Verdere srnorende invloed op die o ntwikkeling van die intellige nsie word veroo rsa a k deur
die gebre kkige str u kturering of ordening van
die verhouding tu ssen die kind en sy wereld
wat oo k lei tot 'n basiese fru stering van die
kontak beh oe fte s en -neigings van die opgr oe iende kind.
Oak op grond van die kennis oo r die rol van
d ie taal va n d ie kind in sv inteJle ktuele ontwikkelin g, is daar oo rvloedige getu ien is dat
die evalueringsresultate op kortterrnyn van die
oeaskynlik geringe invloed van opvoedingsprogramme in voo rskoolse kin ders nie maar
net afg::maak kan word as sou die inteliektuele p oten siaa l nie voldoende wees nie. Ta a l-
ka n wo rd . Met ander woorde: D ie verskilJ e in
gestremdheid is meesal die sentrale dimensie
\\:aarop kompensering'iopvoeding gerig is.
Die taal is die hoofinstrument waarmee die
intelligensie funksioneer. Gebrekkige raalvermce is dus een van die hoofredes waarom
intellektuele potensiaal nie verwesenlik kan
word nie. en dit is ook een van die hoofredes
waarom voo rskoolse opvoeding by die kind
kan verbvgaan. Veral bv die kultuurgestremde
in die nieO
-leg:lOlogiese gemeenskap (dus by die
intellektuele prestasie van kinders war opgroei
ki nd in ontwikkelendo gomee nskapp e) kan
nie) is met die huidige kennis baie moeilik
of selfs onmoontlik. Slegs enkele aanduidings
kan genoem word om die oO!zeldigheid van
van die geimpliseerde s [elling~ aan- te toon:
Dit is wei 'n feit en Jen sen (197 I : 60) he t d it
oo rtuigend aangetoon dat die variasie in iotellektueie prestasies in 'n grater mate aan
erflike as omgewingsbeinvloeding tOfg ~s kry f
15
sy eie taal ernstige weerstande inh ou vir 'n
gevoeligheid vir voorskoo lse op voedingsprogramme (bv. by d ie gebrek aan telwoorde),
"n Verdere saa k om in gedag te te hou . is die
gr oat les wat uit die Co leman -ver slag (Co leman. c.a .. 1966) ge leer is : Die skool en dus
ook voor sk oolse opvoed ingsprogr a rnrne kan
slegs baie gedeeltelik kompenscer vir die opvo edi ng en maatska plike o rnstand ighede wat
in d ie gesin sop set bestaa n. D it is gereg verdig om te aanvaar dar gesinsornsta nd ighede tui s die intellektuele o ntwi kkeling en
oo k d ie sinvol le vcrwcrkinz van en baat
\ ind by ko mpenseringsondcrwys kan inhi beer. sender dat die genetiese p otensiaal va n
d ie kinders ter spra ke kern . SIeg5 enkele ver wysings sal bogenoemde stellings onderstreep
en kwal ifiseer: Die lacrklas stadsmoeder verkeer vola ens G reenfield (1971 : 259 e.v.) in ' n
grater mate in ' n vo o rtd urende fru strerende
en irriterende. maar nie- intel lekt ueel-stimulerende verho ud ing met haar kind. is in haar
opvoedi ng mi.nder to ek o msgcoricntccrd. ke nfronteer ha ar kinders minde r met d oelgerigte
rak e. skep sterker 'n negaticwe selfb eeld by
haa r ki nde rs. ens. Liungma n (1974: 19 11 wys
weer daar op dat d ie opvo edin gso rnstan dighcde wat t .o .v, d ie inteHektuele o ntw ikkelin z
kr ities is. ba ic oorecnkorn met d ie omstan dighed e wa t tot krea riwiteit en selfstandigheid
lei. D ie nc iging to t ko nfo rrnering. dog rnat isering en r igid iteit weersp ieel 'n lcwensho ud ing war 'n wescnlike invloed uitoe fen o p
sko olpresta sie en inrelle kt uele o ntwik keling.
Die konformercnde lewens ho udin g d oen hom
ste rker voor bv di e sosio-ekonomies laer
klas se (Liu nzrn an. [9 7.+: 115). D it bid : d U5
da t '0 oo rd ominerende en ou torirere op voedinf! . sewel a, 'n gebrek. aan g ~ b o r2:~n ­
heid i; die opYoed iog, \Vat so drkwels~ by
d ie milieu -ge;rremde kind \" oo rkom , in die
kind se verwysing ~raamwerk '0 \\eerstand
ioboll teen komp en seren d ~ voors koolse op Yoed ing;ervaring:;. In d ie o pvo ed ing kan daar
by d ie kind d :JS 'n alg~men e \veer stun d teen oar nu we gebeurteni sse en siruasie s g~ ; k ep
word. wat da n kumu latief in d ie kind se lea inge ;teldh eid en -doeltrelfendheid ing-c bo u
word. 'n .M a eder kan ook haar gevoel of geloof dat sy geen beheer oor haa r lewens omstand ighede het o ie o p haar kind deu r
haar opvoeding oard ra. Die doelstellings wat
deu r di e ouers a an d ie kinders yoo rgeh ou en
oo rged ra word. is 'n k riticse fa k t~r in d ie
bepaling va n die ko gnitiewe groeik oe rs in die
vro ee vo rm ende jate (G reenfield. 1971:
251 e.v.).
D ie relativering van d ie invlced van d ie
16
erfii ke intellekt uele poten siaal as verk laring
vir d ie oenskynlike mislukking van kom pen serend e voo rskoolse opvoedi ng, blyk oak uit
'n veelheid ander bewvsmateriaal . D it is dus
te ene male a s se volz van d ie bai e zroor foutegrens wa t sa '0 stelling vergesel, ongeregverdig om d ie onsukscsvol heid van kornpenserings onderwyspogings sonder rneer aa n die
genetiese rninderwaardigheid van die teikenpopu lasie kinders roe te skryf, O aar voor is
d ie grande waarop so 'n bewering berus net
te wankelrig en te vee! verbandho udende veranderlikes net nie gekontroleer nie. wat nag te
se dat daar voor akkuraat gek ornpensecr is,
Per slo t van reken ing kan opvoeders nie gen es
manipuleer nie . maar h ul ka n wel ervarings
en d ie opvoedingsrnilieu beheer (Gordo n.
1971: 24 1). o f die kind help om wens like bereken isse aa n sy erva rings en sy we-reid te gee.
2.1 /5 die evalueringsinst rumenie sensitief g enoeg om bate subtiele lang termvn-groei puute in die rent'ysingsraann rerk raft die
voorskoo lse k ind te registreer ?
'n Verdere lo ziese vraa z ~wa t ontstaan het as
gcvolg va n dTe ontrnoedigende kor tterrnyneva luerinasrc sultate. is of d ie werklik fundamcntele veranderinge wat by d ie j ong kind
bewer kstell is word . nie 50 su btieI is dar dit
nie d. rn.v. d ie bestaa nde instrumcnte of toetse
geregistreer kan wor d nie.
H ier het ons inderdaad met 'n ba ie g;:dtH!re
pr o bleem te d ocn . Die evatuering smerod o]ogie self m et a l sy sarn ehan gende tas et te is geimpliseer. En kele imp likasies is d ie volgende :
Bv elke evaluerinz is 'n a kkura te doelbcpaling en -omskrywi ng noodsaakl tk . Hoe
a kk ura rer 'n be paal d ~ o n d ~rwys - a f op voed im!sdoel om skrvf word. ho e f!ro rer is die
kan~ dat d it ver\vesenlik sa l word. H ierdie
feit is oar en oa r g;:d~ m o nstreer . O ir is egter
juis LO."" . doe lornlynin g waaT groat probleme
hom \'ir d ie eva lueerdc- r voord oen: rd ~ o log i e s
en mens- en lewensbeskaulik is daar ba ie
groat uireenl apendheid by d iegene wa r h ul
me t d ie opvoedin g van d ie voorsk ool se kind
besig h Oll . Die doelstellings is d ikwels in vae
ideo logiese va rm gestel. sod at h ulle ba ie
moe ilik vertaalbaar is in ko nkrete evaluering5maatsrawe . veral bv die voo rskoolse kind.
Verde r be·:;rryk die~ op"'ocd ingsd oelstelling'i
oo k dikwels 'n amva ngryk e en fyn-ge'struktureerd e sruk lewe m werklikheid waarin vera nd ering baie mo eilik bewerkstellig: en gede mo nstreer kan wor d. Dir is veral \\:aa r wanneer die d oel met voorskoolse al:>voedingspr og ramme aok die rora le g~ mee n skap s - en
gesin sop ser impliseer. bv. o m d ie opvoedin g-
sryl bin ne die gesin of d ie d irekte bet rokke nheid va n d ie gerne en skap by voo rskoo lse
opvo edi ngsprogra mme te bewe rkstellig . D ie
bed oeling is hier d a n dat o.a. a l hi erd ie bree
maatskaplike maatree ls hul neerslag in d ie
kind se ger igtheid , p ersoon likheid en leergereedheid speil sa l h~ . So on d erskei Kam ii
(1971) sos io-emosi o nele. persep tu eel-motorise en kogn itiewe d oelstellings, terwyl And erso n en Me ssick ( 19 74) weer so siale kompetensie m et sy nege-en-tvv intig d imen sies voo rop stcl.
Bogenoe rnde is vo ldo end e a m aan te to on
dat daar sell's in te rrne va n d ie d oe lste lling s
vir voo rskoolse onderwys, waarvan d ie evalue ring smaatstawe tog immers afgelei moet
wo rd . n ie aile en basiese men ing sverskille is
nie, maa r dar daa r ind irektheid . vaagh eid en
a lz cmcen hcid va n d oelstelling s is wa r akkurate eval uering uiter s ma eilik ~maak.
A fgesien van d ie p robleme gelee in d ie
vaa g'i eid en a lgerneenheid van d oe lstellings en
d ie ewe vae en algernen e maatstaw e vir evalue ring wa r daaru it afg elei wo rd . is die
gr oo tste pro bleem eg ter gelee in d ie evaluering sinst rurnente of toetse wa arrn ee d ie in vlo ed va n d ie voorskoolse opvo edi ng op d ie
kin d self gepeil moet wor d.
G cenccn war d ie voorskoolse ki nd ken.
het illusies oo r d ie ui ters mo eilike taa k wat ' n
a kkurate d iag nose van "n voorsko olse k ind inho u nie. D ie d iag nosering va n d ie voo rskoo lse
kin d word veral bemocilik d eur d ie onbeholpe
e n onakkurate ko rnm unikasie d eur d ie voorsk oolse kind. sy kwcrs baarheid sod a t spa nnin g of o ngesteld h eid ho m baie ingrypen d
kan bc.nv loed , d ie feit dat al les in sv lewe so
d ire k met allcs saa rnhan g. ( ' n Vers luierde
a bse s in d ie oar kan bv. d ie indru k van "n
vertraagde of onryp kleurer vero orsaak). en
die vawysing, raamwer k vir d ie d iag l chering
van d i~ voorskoolse kind . w a a r m e ~ hv benad er wo rd . Hi.::rd ie verwvsim!sraa mwerk ka n
opvoedk u n dig~ o f o ntwikke li ng;;ma: ig wees ;
ens . (G..HJe rs. Faure en Kok. 19 76 : 32 e,v. ).
• A fg e.; i~n \an die a l g ~ m en e pr o bleme by d ie
d iag:l oser ing va n d ie voo rskoo lse kind . is dit
bo on op uiters m oe ilik o m met beh ulp va n
bestaa:td : instrumente fu ndamentele maar
ba ie sub t iele veranderin!!i wat bv ' n k leuter
tat stand kom . te kan regis t reer en evalueer.
~1 et behul p van di e beskikba re eval uering; i n :it rum~n te word d ie mee r d ire kte beinvloed ing ;effek wat baie direk met d ie aard van
die be'inv loed ing saamhang. ger egistreer.
(Daarom wit d it dus verkeerdelik uit evuluerin g,ondersoek e vo or korn as of die meer
d irek tiewe en formel e opvoedi ng :;p rogra mrne
d ie mees effekti ewe is.) O it waarna Carl
Rog ers verwys her as d ie " eerste mo lekules
van pers oon likheidsverandering", is by d ie
voo rskoo lse ki nd ba ie mo eilik op te merk , wat
nog te se sistema ties te d iagnoseer , en ail e
aa ndu id ings is dat d ie effck van vroee opvoedi ngsma a tree ls ee rs veeI la ter sa l blyk .
Om 'n lan g srorie kort te maak : O m d ie
langterrn ynneerslag va n voo rskoo lse opvo edin gsprograrn me op d ie kind te peil. vere is
die reg istrer ing van ba ie subti ele ve ra nd erin gs
waartoe die bcst aan de eva lue rin asins tru men te oens kv nlik n oz nie werklik in~ sraa t is
nie. Dit is veral d ie al gemeenh e id va n doe 1telling. d ie mu lt i-dimensiona liteit va n d ie opvoedi ngs ituasi e wat o ns probeer verstel . en d ie
ba sicse o nsensi t iwiteit van die bes kikbare instru mente. wat d it so moe ilik rnaa k om vas te
stel wa t d ie werkli ke invlo ed van voo rskoolse
opvo edin gsingrepe is.
2.3 Is die j unio r-prim i re sk ool moontlik nie ill
staar om die positiewe invloed h'at die
kleuterskool inisieer het . voort te sir nie ?
Dit is te verwagt e dat daa r - in ' n sit uasie
waar in (hoe jamme r en onwcnslik d it ook a1
is) d ie kleuter- en j unio r-prirner e skoolleerkra gte nie altyd oo g om DO g sien nie - van
eersg enoernde s d ie verwyt e aan laasgenoerndes g ernaa k sa l ka n word da t hu lle nie die
werk \~'a t !n d ie klcutersko ol begin is. deeg lik
voortsit me.
Oor die gere gverd igheid van h ierd ie aan tyging kan kwailk ui tJuitsel gegee word. Feit
bly staa n dat d aa r ba ie sink ro nisering sprobleme bv skooltoet rede voorkorn en dat die
integra sie van die vc orskoo lse en junior prirnere skoo lfas es ba ie seld e in sy ideal e
vorrn verwcscnlik wo rd rSonncku s. 1977: 87).
Dit is d aar om oo k baie lo!::d es dat d ie H aa g
gevra sa! wo rd of d ie insinkine: na die voor'::
~kool se opvo edi ng'iingrepe. toegeskryf kan
word aa n d ie feit dat d ie leerl inge in d ie p rimer e skool nie o p d ieselfd e wyse en mel die selfd e int ensiteit as in d ie kleure rskoo l begelei word nie.
..
Hieneen oor is daar weer d ie geda gteg:m g
dat daard ie m ilieu-gestre mde lee;li ng"'war nie
' n kl euterskool beso ek het nie . 'n sker p ontwikk eling ,p rong op skoolonderrig sa l to on
wanneer hv hom nou vir d ie eer ste keer in 'n
intelle ktueel -stimulerende opset bevind. sc da t
hv die a ~ner stand sa l inh aal wat hv het bv
hulle wat-wel ' n kleutersk ool besoek'her.
.
O it is du , d uid elik dat daar kwa lik ·n finale
an tw oord op gen oemde Haag gegee kan wo rd
vera l g~s ien die probleme wa t to t du sver bespreek is. \Va t meer is, ::llle aan dui d ing ; is dut
17
hierdi c kwessie nie op 'n spi ts ged ryf hoef te
wo rd nie. soos in d ie volgende paragraaf sal
blyk.
2.4/5 die opvoedkun dige ontwikkelingsmodel
wel doelmatig geno eg om die Iang term vneff ek ran vroee opvoedingmaatreels te
verstaan of te voorspel?
Die afsluitende gedagtegan g in hierdie parazraaf kan d ie bes te aa n d ie hand van d ie vo lgende figuur verd uidelik word:
INTELLIGENSIE- EN PRESTASIEONTWIKKELINGSKROMMES VIR MIUEUGESTREMDE LEERLINGE BLOOTGESTELAANVOORSKOOLSEOPVOEDlNG
_ _ I. 1' .
••• • •• Ilh010EMIESE
fO"ES TIlSIE
A....OE"lI ESE
pr:lES T"S I E
OF
I. ":.
Hierdie vcrblvdende nuus korn voort ui r
'n lan gterm yn-e valueri ngso nderso ek uitge voe r deur d ie H igh Scope Fo undation van 'n
longtitud inale eva lueri ng van H igh Scope Sf
"Ypsilanti Perry Presch ool Project" wa t nou
reed s vyftien j aa r la nk loo p. D ie g root en
verblydende bood skap uit hierd ie on dersoek.
ondersteun de ur d ie U.S. Office of Edu cati on.
die Spencer Foundation. Carnegie Corporation of Ne w York. en die Edu cation Co mmissio n of the States, is: " Th e earl y education field had given up hope of long-term
gain s. These data suggest that such a n orientat ion was prema ture' (bl. 4). en "Preschoo l
may well be one of the few reallv effective
mea ns of helping d isadvantaged ·children" .
(Bg. kan ons sekerl ik nie so nder meer tot a ile
vorms van voo rsk ools e opvoed ing veral gemeen nie .)
Weer eens het d ie opvoeders en die opvoedkundiges twee belangrike lesse geleer:
M oet n ie so haas tiz wees nie! EN:
O or die kind en
volwassewo rding moet
ons nog bale leer!
sy
BRONNELYS
6
10
12
1£.
m~O£FDOI'1
I!'; .;AIlR
Kr ommes A en B stel respektiewelik d ie ontwikk eling va n 'n mil ieugest rernde gr oep (wa t
nie spesiale voo rskoo lse opvo eding ontvang
het nie) en 'n nie-mil ieugestrernde gr oep leerlinge voo r, D ie bedo eling met kornpe nserende
voorskoo lse opvo eding is dat oos die mi lieugestremde leerlin ge daardie hupstootj ie sa l
gee soda t hull e verde raa n on twi kk elingslyn
B sal volg. Wat egter ge beu r, is dat die aanvanklike wins in intelligens ie afeb (kyk C) .
sodat daar uiteindel ik zeen beduidend e verskil in I.K. tu ssen daard ie groep m ilieugestremde leerlinge is wa t wel. en d ie wa t nie
di e voorskoolse o pvoeding geniet het nie.
Die groep wa t d ie vo orskoolse kompe nser ingsop voeding gehad hct, her inderwaarheid egter tog steeds 'n geringe voo rsprong
beho u bo d ie kontrol eg roep wa t geen sodanige
opvoeding gehad het nie (D ).
Wat d ie akademiese prestasies bet ref. kom
daar 'n to taal and er beeld na yo re : Die
gr oep war voo rskool se on derwys de urloop
het, het va naf die einde van zraad een 'n
geringe voo rsprong gehad bo hulle wa r d it
nie gehad h et nie. Vanaf ongeveer stan de rd V
het d iezene wat wel voorskoolse o nderwvs
ge niet he t. hu l voorspro ng bo d ie kcntrolegroep dr amaties begin vergr oot (kro mme E).
18
'J
"
.
L
...
~
,
..
,
0 ' -(
,' ,
'1.
\
ANDERSON . S. en MESSICK. S . 19N Social
competency in young children. (O ngepubliseerde
verslag van E.T.S . gepubliseer re word in " Development al Psychology" !
BIRCH, H. G. en G USSOW, J . D . 1910. Disadvantaged children - Health. nutrition and school
f ailure. Grune en Strat ton . N.Y.
BLOO~t. B. S. 19&+. Stability and change in human
characteristics. John Wiley. N.Y .
COLEMAN J. S. CA MP BELL. E. Q .• HOBSON,
C. J.• McPA RTL AN D. J .• MO OD. A . M .• WEI NFELD, F. D. en YORK. R. L.. 1966. Equalit y of
educational opport unit y, Office of Ed ucation.
Washington D .C.
FRA NKENSTEIN , C. 1970. Impaired intelligence ~
Patholog y and rehabilitation. G ordo n en Breach.
N.Y.
GA RBERS . J. G . 1975. Trends and challenges in
preschool education tTendense en uitdagings in
voorskoolse onderwys vandag, In : D ie Kleuterskool
vereniging van Suid-A frika : Early Ch ildhood edu cation . Yerslag van stu diekongres, Joha nnesburg.
GARBE RS, J . G .. FA UR E. J. S. en KOK . J. C. 1976.
Die ont....-erp \'all opvoedingsprogramme vir kteuters>
Riglyne vir skoolgereedmakende. probleemvoorkomende en indi....iduat iserende voorskoolse onderwvs.
U.U. B.. Stellenbosch.
.
GREEN FI ELD , P. M ., 1971. Goal as environmental
variable in the development of intelligence, In:
CA NC RO , R . ( Red.) 1971. Intelligence-genetic
and environmental influences. G rune en Stratto n.
N.Y., bl. 151-261.
G O RD O N. E. W.• 1971. Methodological problems
and pteudolssues in the nature - nurture courroversj-.
In: CA ~CRO, R. 1971. Intelligence genetic and
environmental influences. Gr une en Stratton. N.Y ..
bl. 2-W--151.
HUNT, J . MeV.• 1961. Intelligence and experience,
N .Y.
HUNT. J. MeV.• en K IRK. G . E. 1971. S ocial aspects
ofintelligence: Evidence and issues. Ltv: CANCRO , R.
1971. inte lligence - Genetic and en vironmental influ ences. G rune en Stratton. N.Y, bI. 262- 306.
ILLICH, I. D ., 19713 • Deschooling society. Calder en
Soyars, London.
J ENSEl': , A. R. 1968. Social class race and genetics:
Implications for education. In: American Edu cational
Research Journal. 5 : 43-56.
J ENSEN. A. R.. 1971. T he race x sex x abilitv interact ion. In: CAI':C RO. R.• 1971. Generic and environmental infl uences. Grune en Stratton, N ,Y, bl.
107-16 1.
J ENSEN. A. R.• 1971. Social class. race. and genetics:
Im plicat ions for educat ion. In: GOR DON, I. J.
(red.I 1971. Reading s ill research in developmental
psychology. Scott, Foresman and compa ny, London, bl. 54--67,
JENSEN, A. R.. 1972. Generics and educa tion.
Methuen, l ondon.
KAGAN , J . S. 1969. Inadequate evidence and illogical
GODSDIE NSONDERR IG
AA N
D IE
KL EUT ER
DR. D. J. LOUW
conclusions , Harvard Educational Review, 39 (2),
bl. 2 7+-~ 77,
KAM lI. C. K.• 1971. Evaluation in learning in preschool education: S ocia-emo tional, percep tual-motor,
and cogniti ve development, In: Bl OO~l, B. S.•
HASTI NGS. J. T. en ~ I ADAU S . G . F. 1971.
Handbook off orma tive and summative evaluatio n of
studen t learning. McGraw-Hili, N.Y . bl. 283- 343.
LI UN GMAN, C. C , 1974. De mvrhe van het I.Q,:
Een kritiek op het begri p, Werenscha plijke Ui tgeverij. Amste rda m.
RESEARCH REPO RT ~ Can Preschool edu cat ion
ma ke a lasting difference'? Results of follow-up
thro ugh eight grade for the Ypsilant i Perry Preschool Project. Bulletin of the Hig h Scope Foundation. 1977 (·h bl. 1 ~8 .
SH U EY, A. ~L 1966~. The test ing of Negro intelligence . Social Science Press. N.Y
SONN EK US. M. C. H.. 1977. Kontinutteit tussen preprimire ell primere onderwys in Suid-Afrika met
besondere ver.....ysing no sy betekenis vir skootvordering In: Suid-Afritcaanse Tydskrif vir die Pedagogiek, II (2 ), h I. S 7~ 1 15.
T oe my vierja rige seu ntjie een So ndagogge nd
voo r kerk met ' n treurige gesiggie na my toe
korn en vra: " Pappa waaro m het liewe Je su s
d a n ker ke gemaa k T het ek weer een s besef
dat d ie god sd ien so nderrig aan d ie kleuter
d ikwel s rnisluk weens ' n fo utiew e benaderi ns.
eensyd ige doel stelling en ' n ge brek aa n in sig
oo r d ie wcsentl ike godsdienstige behoeftes
va n die voo rskoolse kind . Sv vra z ie W U'i dood ernstig en eerli k . Openha rt ig wo ~ hy vir my se
dat di e kerk vir ho m ' n ker ker is - ' n onaangena me p lek van doodse sti ltes wa t mar telend
inwe r k o p sy kinde rgernoed . Hy wou vir my
se dat hv da ar niks vind wat vir hom si n
uit maak nie. H v het d ie wee rsin en wee rstand in homself op enhar tig met my gedeel. Meteens het ek bcsef dat zod sd ienson de rri z nie d ie blote oordra va-n Bvb else
feite aan di e ki nd is of ' n d issip liner e "muatreel wat hom van k leins af met die g ieie wil
ind oktrineer nie . Di t is dan dat a od sdi ens ' n
p ligsplegi ng wo rd van we ttiese voo rskrifte
en d ie basis ske p vi r ' n latere g ods diens wat
bestaa n uit moenies te rwyl d ie pe rsoo n self
gee n ak t iewe vcra nt woo rdelik heid vi r Ch ris tu s aanvaar nie .
G od sd iens is n ie 'n mo re le ko de om " goeie"
me ns e te skep n ie. D ie Christelike G od -d ien s
is ' n persoonlike lewe nsstyl : di t is 'n wyse
va n lewe waa rd eu r d ie d oe lstelling en sinvo lhe id va n lewe ge vu l wo rd deur ~n p erso on:
Jesu s Christus. ' n Persoon wa t volkorne ge-
Int ez rcer wil wees in on s totale lcwen sbestaan
om da ardeur in wa re liefde ' n wereld te rig rot
d ie ecr en die koninkryk va n G od .
D it so u rniskien beter wees a m m.b .t . d ie
k lcuter nie te praar va n god sd iens-onderrig
nie maar van gcdsdiens-ontmoeting en godsdiens -ervcring, H iermee wo rd bedoel d ar die
persoon va n Jesus Christu s gemtegreer moet
word in die totale o ricn tasieveld van d ie
kind, Om dar die eer ste sin volle o ntdekkinge
van d ie ontwikk elcnd e kind gewoonlik iernand, 'n per soon is (sy vader en m oeder)
binne on kon krete situ asie (sv t uiste) bied
dit 'n unieke aanknoping spun t vir di e Christelike cod sdie ns. D ie kind leer in sv eerste
o nt rnoetinge die geborgenheid en die liefde
va n 'n vader en 'n rnoeder ken, H v leer deur
liefde -in-. ntmoetine. Sy gemoed ~i s o op vir
iemand war hom lief het en oa r hom besorg
is. Sy hele wese is aanvanklik geabsor beer
deur d ie beho efte aan koesterend c en ver sorgende Iiefde. Afhanklikh eid is ingebo u in
sy handelinge en aan vanklike ont wikkeling.
En d it is hie r, in die fase va n ontrnoeting. da t
d ie Christelike godsdiens in die persoo n van
C h rist us on t rnoetend kon inwerk op sy bestaa n.
G c d sd iens-on trnoeting aan d ie kin d geskied
nie eers wanneer d ie kind sinvel kan reazeer
met \I..·oord e en sinne nie. G od sd iens-on tmoeting gesk ied reed s voor die geboorte van
d ie kind. Waar gelowige ouers biddend wa g op
d ie koms van huI kindj ie en d ie kin d na geboort e ten d oop bring: reeds daa r wo rd die
ee rste sinvoll e verbande vir 'n godsd iensont mo eting gele .
D it is random d ie wiegie van "n suigl ing
da t daar deu r geb ed die ar/1losf eer van gods d iens geske p \\'ard. D ie klein kindjie moet
vroeg reeds d eel in d ie begrippe van die
Christelike godsd iens sodat d ie abs orbering
van woorde in sv woordes kat oo k vanuit 'n
godsdienstige oo"rd sal geski ed . D eur bv. die
k ind van een jaar teenwoord ig te Iaa t \\"ees by
'n baie ko rt eenvoudige h uisgod sdi en s. Iaat
d it die kin d toe om natuurlik en spon taan in
vera l sang en aanbidding handel en d deel te
laat kry aan d ie wereld en atmosfeer van godsd iens.
O it is gedurende die peuterfa se d at daar in
d ie oordra van go d sdiens aan die kind sinvol
van die begrip godsdiens-erraring gebr uik ge·
maak ka n wo rd. D ie on twak ing van di e
peuter se selfbe\vussyn en ek-wereld hang
saa m met ' n fvn waarnemin g va n sv omeewin g. D ie bewus svnsfunksies ~koo rdi neer met
d ie ervaringswereid waardeur d ie kind speelspeel en ontdekkend leer om sinvolle ver~o
bande tus sen homself en sy orn gewing te lt~ .
In h ierdie pr oses van verbandlegging en ontdekkinz via sv leefwereld. is d ir belanzrik dat
daar sfnvo lle verbande tu ssen G od-en d ie
kind ontstaan .
G od rnoet gerntegreer wo rd by d ie kin d se
daag likse ervaring e sodat godsdiens vir hom
ter sake raak in d ie rnees-voo r-d ie-handli ggende ding e. Omdat d ie kind waarneern d.m .v.
sv sint uie : hv begin sien. ruik. hoar en voel.
d ie eerste ba siese stap by godsdienservaring
aan d ie kind. d ie ver ba nd Ie van : God ell
skep ping . Op On baie natuu rlik e wyse kan
d ie se dacre bv die kind tu is ae brinz word dat
G od d ie-borne. pl ante. blo mme e; wa ter gemaak het. Terwyl d ie kin d met klei speel en
figure maak. kan die gedag te t uis gebrin g
word dar G od ook maak. O at die rnooi dinge
war hv sicn en die aanzename dinzc wa r hv
ervaar alles deur G od gernaak is. kan vir hom
'n heerlike on tdek kinz wees. Terwvl d ie kind
praat oor d ie d inge wat hy gedurende die d ag
zed oen her. kan daar in 'n kort aandze bed
~aam met hom dankie cese word vir .:11 d ie
d inge wat G od gee . D an gebeur soos war ek
een aand 'n vierjarige seun tjie ho or bid het :
"Dankie Jesus vir mv 'tube"!"
Orndat die peu ter d .rn.v. nabootsing leer
en in 'n kritiekl ose aanvaardinz homs elf
stort in sy omgewing, is d it bela ngrik dar d ie
verband met G od in hierd ie ontdekkin gsp roses natuurlik en sp onraan sa l wecs. D ie
on tdekking va n G ad midde -in sy speelwereld
kan " 0 sinvolle verband wces vir d ie toeko rnstige inh ou del ike on tplooiing van die kin d se
godsdienssin .
G ed urend e d ie k leuterfase reageer d ie kin d
spo ntaan. ~'fe t behulp van 'n oneindige reeks
van vrae is hy stadig maar seker besig om 'n
sinvolle bes taanswereld te skep. Dit is gedu ren d~ hierdie fase van wesen tlik e belang
d at d ie oproeder die rrae rail die kind ernsrig
sal l1eem . G o dsd ienstige ,'rae mag nie met
verdraaide waa rhede bean twoo rd word nie .
Daar moer nie haa'itig na "n antwoord gegry p word net om die kind stil te maak nie.
Binne d ie beg ripswereld van d ie kin d moet
p ro beer \vor d am sinvolle antwoo rde te gee,
Dellr bv . op die vraag: " ~l a a r waar is
Jesus en hoekom kan ek hom nie sien nie"" te
antv/Oord : " Hy is daar erens agter d ie wit
wolke" is om een van d ie bas iese G od svoo rstellin ge in di e By bel te verdraai . Die Bybe l
p ra at nie van on God ver weg nieo maar is vo l
van d ie reenwoor d igheid en na b,heid van
G od . Daar kan aan- die kJeuter ,:erduidelik
word da t a\ kan hy nie nou vir ou pa en ouma
sien nie. weet hy dat hulle in J oha nnesburg
is
woon. De ur da n ' n bri ef aan d ie kind re wvs
wa t sv grooto uers gesk ryf het, ka n a an ho-m
verdui delik wo rd dat d ie Bvbel G od s brief is
wat vir ons ve rtel dat. a lho"ewel ons hom nie
sien nie. hv toe tec nwoord iz is.
O rndat d ie k leut er (kleuterfase : on ceveer
van af vierj arige o ud erdom) 'n sterk fanras ie
bes it en sy veroeeld ingswereld met beken de en
aangenarne beelde of figur e vul kan 'n positiewe verband met d ie Jesusf iguur "n bela ngrike fak tor wees ,.."a t inspeel op die bekende
per sone met wie h y hom graag so u wou identifiseer , Va nu it d ie positiewe at rnosfeer van d ie
peu ter fase kan daa r gzdurende d ie kleuterfase sterk a ksen t gele wo rd op d ie persoon van
Ch ristu s. D ie kleuter mo et Jesus ontmoet as
'n vriend. Hy meet ' n vriend skap me t Jesu s
o ntwikkel waarin d ie zed aa te van liefde .
besk errning en sorg 'n s terk ro l sp eel, Die
kin d mo et gehe lp word om spon taan met
Jesus te gesels in d ie gebed, let s war hy m .b .v,
sv fant aserinz makli k kan d oen .
" Gebcd as :-n gesprek me t Jesu s is veel meer
as bloo t ' 0 ryrnp ie. Die kleuter mo et n ie " geleer" wo rd om te bid nie , maa r gehe lp wor d
om spo ntaa n met Je sus te ge sels. Hier kan d ie
voo rbceld van ou ers by huisgods die ns ' n be lan grike rol sp eel,
O mdat die kin d '0 naboot ser is. moet daa r
by g xlsdie nsoordrag sek er gema ak wo rd
dat die pe rsoon wat godsd iens oo rd ra, self
'n p ersoonlike ke nnis va n C hr ist us as Sa ligmaker en Verlosser besit. Die grootste fo ut
by god sd iens-op voeding, is d ie oordra van
god sdiens de ur opvoe de rs en o uers war d it
self nie ez be leef nie .
' n Oue~ wa t sv kin d Sonda zskool t oe stuur
uit on p ligsbesef maar self nie d ie godsd iens
eg beleef nie, loop ° 0 groot risiko. D ie gevaar
bestaan da t d ie kind g'du rend e d ie puber teits fase so ' 0 god sdiens sa l verwerp. \Vat nie
eg e n funksioneel is nie, word gou d eur di e
krities-in gest elde tiener verwer p. Da a ro m
dat 'jormele gods diens-onderrig" 'n dodelike
gif in d ie sisteem \'an d ie kin d kan ra a k.
G ,Jd jd iens mag oie kun smatig '""gespeer'
wo rd nie: die opvoede r mo et d it self eg be leef en innerl ik ver werk het. Uit d ie vo or beeld
moet d ie onrwikkelende kind kan a !!terkom
dat god ;,d iens werk. Hy moet kan agterk om
dat g Jd sd iens On p c>sit iewe uinverk ing op sy
o ue r of onderwvs,eres het en daarom d ie begeerte en beho efte ontwikkel om di t self te
besit.
D ie kleuter he t ' n gro a t beh oefte aan se kuriteit o liefde en di ssip line. By hierdie basiese
behoefte kan sinvol aa ngekno op wo rd . D ie
kind moet leer da t daar ° 0 verba nd russen
C hristu s en die positiewe, die korrekte is.
N ooit ma g Christu s op da ar die sta dium vir
d ie kind voorgestel word as '0 pol isieman wa t
ge reed staan om sto ut kindertjies te straf nie.
D ikwels wo rd deur opvoeders op on taktvolle
wy se meldin g ge ma a k van die fe it dat as j y
sto ut is gaan Jesus j ou st raf. Vecleer mo et d ie
kin d ontdek dat Jesus jou juis wil hel p as jy
ver keerd g edoe n het en da t die kin d met Jesus
m a g pra at oo r s:· o ngeh oorsaarnheid. Jesus
stel belan z in sv eks kuus-vra eerder a s in die
proses \'a~ st rat- uitd eel.
I n sy on trnoe tin g met Jesus moet opvoede rs
wegkorn va n d ie " vir-Je sus-ha rtj ie-gee" gedagte. D it is vir ' n kind ba ie moeilik am te ver sta a n hoe Jesus no u in sy ha rtjie kan woon,
Die kind verstaan est er d ie " hou -van't -zeda zte. D aar rnee word bedoel da r d ie k ind weel
wat d it betek en om van Ma mma e n Pappa
te hou. Vra hom ui t waarvan hv ho u en van
wie hv ho u. Vertel vir hom van jesus se liefde
en stet hom voo r d ie k euse of hv nie ook van
J esus wil hou n ie. S o leer die kin d dat hv vir
Je sus mag kie s en wo rd hy nie to t god sdiens
sedwina nie.
- fVat - u'i! die opvoeder m et 'n godsdiensontmoettng en godsdienservaring by die
kleuter bereik ?
G odsd iensoord ra g a an die kind moet gedu rende die kle ute rfase daarop ingestel wees
om:
I. 'n Aa nge na me en p ositiew e assosiaste by
d ie kin d te skep . Godsd iens me et nie gebruik
word am of d ie kind te belo on 61' af te pers
nie. God sd iens ma g hoegen aamd nie a s 'n
bangrnaak-iet s funksion eer nie. D ie hemel-hel
teenstelling is tota al onva npas en her ' n
neg atiewe gewaarwording by d ie kind to t ge\"olg.
D ie G od -as-skepper-gedagre en die Jesusas-H iend -on tmoeting he lp om 'n positiewe
a ssosiasie rand om g odsd iens op re bou.
m o~ r by die kind ' n gevoe l van reilig ht!id. lllist e en gebo rgenheid we k. H y moe t
hom ka n tui s voel binne die teenw oordighe id
va n G od .
2. G od
3. D ie ki nd wo rd begelei tot ' n om n;oe t in~
me r Jesus. H ierd ie ontmoetin!! moet aangenaam en spo ntaa n wees. In ge bed leer d ie
k ind om met G od re gesel s. lod ien d ie kleu ter
daarroe weie r m oet hy ru srig so gela at word
en nie ged wiog word o m te bid oie . In d ie geva l van weiering kan die o pvoede r rust ig in
d ie teenv..·oo rdig heid va n d ie kleuter ' n paar
wo orde hardop bid so nde r o m weer na sy
weiering te verwys.
21
4. In die G cdson tm oeting leer die kleuter om
saam te leef met die anderssoortigheid va n
G c d . Wei is G od nie vir hom vreemdsoortig
nie . Dat G od antler s is as die ander rnen se wat
hy ken . sal h y gou ag terkorn. Op voeders hoef
nie wee te skr am va n die zedaztc dat G od
anders-is nie . Ind ien h ierdie onrdekkimt van
die and erssoor tigheid saamgaan met die gewaarwordinz va n "n zerneensaarnheid wo rd
Christus vir-di e k lcuter 'n meer aanvaa rbare
per soon in sy voors tellingswe reld as at d ie
a nderssoortige figure soos ka bouters en feetjie s.
.5 . G od sd ie ns-o nt rnoeting kan nie lo s gemaak word van die gedagte va n bekendstetling nie. G cd sd iensoord rag beoog kennis by
d ie kind aan za a nde G od en Sv W o ord .
Bv d ie oo rdra va n k ennis is·die ke use va n
d ie srof uit d ie Bvbe l bai e bela nzrik. Vir d ie
kleuter rnoet daar gekon sen treer '\"'ord op d ie
verhal ende gedee ltes in di e Byb el, Verhale
wat iets tu isbrinz van G od s sorz . Hefde en
barmha rtiah eid moet aa nva nklik voorran z
ge niet . SoDs wat die kleu ter ryp wo rd kan
selfs die verhaal va n Da wid en G o lia t aa ndag
geniet. D ie beswaar dat so 'n verhaal te
wreed is gaan nie op nie. D ie kin d is in elk
geva l bloo tgestel aan d ie harde reulite ite van
d ie lewe. Alreeds vroez in sv lewe raak hv
va n g oed en kwa ad be wus. · En o rnda t die
goeie in h ierdie ver haal die bose c orwin. bou
d ie oorwinnende Da wid- fizuur ' n aevoel van
gen oegd oening en aangenaarnheid. D ie oorwinningsgedagte in gcdsdi ens wo rd h ier rnee
va sgele, Die wrede oo r logsverha le en verhale
met ' n vernietizende strekkinc is ezter vir die
kleu terfase o nva npa s.
-So mmig-e opvo e d ~r.s is va n me ning d:1t \-an wee d ie onver moe va n die kin d o m te ka n
a bst ra hee r. die gelyke ni.sse van Jesus op
h ierdie stad ium ve-rmv mo et word _ \Ya nneer
ge lyken isse kon krc re
bek ende bee!d e soo s
by . 'n skaap g~ b r u i k. kan daa!" wel \ -art g-elyke nisse g~ br ui k g~ m a a k word. D ie g ~d ag te is
nie am -n boodske:'p by die kin d tu is te bring
nie maar a m vir h 'Jm t uis te maak met die
Bvbel d. m.\', beeIde wat aan h om beke nd is,
wor d da.a r vunaf d ie bekend ~ beweeg in
die rig!ing va n d ie onbekende. Bee!de uft sy
ervari ng :;,\\ereld wat ook in d ie B\ibel voorkorn ka-n gebrui k word . 'n Bind ing" wo rd geh~
(va'Slegging l en wa nneer die kind groter is,
sa l die afkom o p bekende asso sia sies va nuit
sy kind~rj are vir ho m 'n p ositiewe ba'iis wees
vir d ie \:erdere inh oudelike inte2:ra sie van die
Bybelse boodskap in sy bes taan~
In elk g~val is d it bela ngrik dat opvoeders
en
So
gedurende d ie kleuterfase moet wegk om va n
die boodskappie-gesus gte. Om 'n boodskappie
met 'n d ieper geestelike strekking aa n d ie
kind oor te dra, slaas seld e. H iervoo r is die
kleuter nag nie ryp ni;,
In god sdiensop voeding dra jy n ie sosee r
bood skappies aan die kleuter o o r nie , maar
G od s-feite wat inzeweef is in die verha le va n
die Bybel waarmee d ie kind hom p ositief
kan id cntifiscer. Die inhoudelike vullinz van
hierdi e verhale en d ie geestel ike st re kking
daarvan kan op die vr oee kinderjare va naf
ongeveer sev.... e ter spr ak e korn .
Wanneer dit in godsdien s-op voed ing aa n
d ie kleuter ga an am 'n god sdiensontrnoeting
is die me tode waarvol gens d ie oo rdrag gesk ied van wesen tlike belanz, Bvbclve rh ale
moet daarom nie aan d ie ki nd · voorgelees
wo rd nie. ma a r lewen d verte l ..v ord. Saa rn
me t die k ind beweeg d ie opvo eder binne d ie
at rnosfeer ran di e Bybelverhaal e n d ra di t op
'n cnrocsias ticse wvse aan d ie ki nd oa r.
Di e oordra va n Bvbclken nis seskied d ie
beste in groep sverband soos bv. tydens huisacdsd iens waa r d aa r saam zeb id en e -sin z
~vord. G cd sdie ns moet saam met di e ki~d ge--doen en gespe el wo rd. H iermee word bedoel
dat in 'n gra ter groep, Bybelve rhale liewer
uitge spee l as o orvertel kan wo rd.
Omdat die kind visuee l inzestcl is. is 'n
goe ie kinderby bel met prcnte '0 belan grike
hulprniddel. G ou leer die kind dar Jesus wei
in die gcskiedenis g eleef her. Die vleeswording
van C hrism s word dus vroez reed s bv h om
_.
t uisg -bring .
A ans'coulik heid sp eel "n belangri ke re i sod at d ie o pvoedcr van allerle i apparaat beh oort ge bruik te maak . 'n Hand5koe np"Jp,
t ru-p roj ek tor e n a nde r h ulpm idd eJe help bai e
om d ie g :;d ~d ien s op '0 a a !1 t r~kl i ke wy-se voo r
te stel.
By d ie o ord rag van !!od jdien" aaa die kleuter mag die op...~ed er- nO:Jit uit d ie oo g ve rloor dar d it Je sus is \..at ge s~ het: ··La :lt die
kinde rtj ies na My toe ko~ :' D ie ko nink ryk
van d ie he mele is nie net \'ir volw aj5en -es nie
maar ook \'ir d ie kind. In h ierdie na ·mv-to ekom sit die he le geheim vir g Jd sdie nsoo rd rag
aan d ie kleu te r. nl. g Jd ~d i ~n s - ont m oet i ng as
' n p~ rso onlike om ga:1g me t G 0d in C hris tus
midd< -in sY \eefwerdd,
'n Op vo ede r \vat roorbeeld-ig kan r66rgaa n met 'n eg de u r J e e fd ~ g Jd .;d ie ns waarby
d ie kleuter spOiltCGIl en IWllde/end (d ClCnend)
betrek kan wo rd . kan \'a n onskat bare waarde
wees in d ie va slegging van p osit iewe a5.s0 siasies met die oo g op d ie la tere inh oudelike
,,"ulling daarvan .
Diagnostiseringsmoontlikhede
en
Terapeutiese waarde
van Kinderspel
DR . SAR AH VA N W YK
I IN LE IO ENO
Die opvoeder wa r hom besighou me l die kind
en veral die jong ki ndj ie, sal nocdwend ig oak
moe t ken nis neern va n kin ders pel, H v sal hom
da n oa k me et verantwoord ten ops igte van
d ie a nt ropolog ie wat ten grond slag Ie van
kinderspel ~ .;; wete nska ps-beoe fening. Van uit
d ie pe dag ogiese sit uas ie word d ie spelend e
kind in sy op weg wees na behoorlike '0'01wassenheid fenomc nolo eies bekvk. So ' n
fenom enologiese eval uering bring die an t ro pologiese gron dwaarheid na vore dat " di e
men s die eni gste wese is wat opgevoed word
en op opvoeding aan gewese is 'en hom tot
opvoedi ng leen ' '' . Van kleinsa f reeds is da a r
"n d ialo og tus sen ki nd en wdrc' d en spe! is
d ie betek en isvo lste wvse van d ialoo z. H icrd ie
spel van die k ind is ""n besondere ~\\ :' se van
dial oog en is "n beso nd ere medi um in d ie op vee-dende bemo eien is mer d ie j ong kindjie,
Onder kindersp el word verstaa n ' n spo ntan e
orngan g va n ' n o ns istcmat ies tewerkgaande
k ind met 'n nag o nb ek ende lokkende wereld
wat nou so en net nou weer anders blvk re
wees maa r wa t d ie spelen de kin d steeds uit 10k a m be tckcn is daaraan te see en a m di e
beteke nis daarvan re verneem . Kinde rspel
is d ie hoc gste rykd om van die mens va n waaruit fenornen ologiese a rondbegrippe en ek sisten sialia soos intensiona lireit. openheid .
antwoordende gebe ure en s, bed ink kan \\ ord .
Hierd ie kare!Zorie word dan nou kanJ iks
aan die arde geste l:
1.1 Fenomenolc e sien raak da t di e m en~ as
intensionali teit of gerig·\\ ees op die ander en
d ie di ng~ in d ie werel d is. Die katego rie in tensiona litei t be\'esr ig d us die kind se e ie
deelna me en aa ndee l aa n sy eie wordi ng
vanuit sy eie keuse en gesitue erd heid ,
1.2 O penheid
Ken merke nd va n di e kin d se ver houding tot
d ie wercl d is d ie feir dat hy oop is vir di t waarop hy gerig is. Hicrd ie openh eid as oergegewe
rnoontlikheid is ' n oopsraan - vir die wcreld
war nie noodwendig so is nie. maar wei bestaan vanw ee die kind se inisiat ief en gerigthc id op selfaktualisering van sy moontlik hed e.
1.3 A ntwo ordende gebeurc:
D ie were ld 10k. die men s aa n en nooi hom uit
rot d eelna rne en bed inking. O rnda t die mens
inten sioneel g~ rig is op e n ocpstaan \' ir die
wercld , sal hy as aa rigesp rokene oak antwc ord. en kan daa r oak van ho m "n a nt woord verwa z word. Die kind ant woord ook
war sy spel bet ref uit sy eie wil . weens sy
inten siona litcit en open heid. Die aard en
kwa litcit van d ie k ind ~e an twoord me r sv
spe ! \\ ord deu r hornself bepaa! vanuit sy
lewing van d it wat hy waa rneem ;.1') sinloos o f
sinvo l vir hom , H\" kan oak vanwe e sv \ T\ he id tot eie stcll ingnarn c or -, invol le
sinlose wvse a ntwo o rd .
D ie· cic inisia t ief va n d ie kind word ste rk
bekl emroo n on-d ar hv an twoo rdende wesc is
wat self inisia tief is -en ke uses maak tot sv
selfak tu a li-ering en nie buite sy e ie wo rd ing
staa n nie . Die aa nd ccl van d ie o pvo cde r wat
op 'n besondere wyse ' n a ffektiewe app~I
binne ' n toereikende \c rh ouding tot die kind
rig. kan nie onderskat word nie, Hierdie drie
ant ropl ogiese kateg or iee moet a s ' n eenheid
gesien \\ o rd omdat die mens en so oo k die
kind alt\'d lotaliteit in funksie in kommuni kasie met sv \';ere1d is,
Kinde rspel is ' n men slik.e wyse van ~y n en
aan gesien di t d ie jong kindjic sc wyse van
be-
of
kommuni kasie is, is d it d a n ook ' n waard evoll e d iag nostiese en terapeu tiese medium,
D it is dan oo k sin vol om op hierdic wyse
terapeuties met d ie ki nd terug te kom munikeer. [ 0 d ie pe d oterapie gaa n d it veral om
heronderrig tot beteke nisgewing as 'n a nderse
en mee r p ositi ewe en gunstiger betekenisgewin g. Da a r kan d us in d ie ortopedagogi ese
situasie gebruik gemaak wo rd van k inderspel
om nic net tot d iagnostiese insig by di e ped oterapeut te lei nie maa r ook tot herbctekeni sgewing by die kin d.
o
O RTOPEDAG : G IESE DIAGNOSTISERIl"G
2. 1 Die Eoel
D ie doel van o rtope dagogiese d iagnostisering is om die gaping tus sen d ie p ed agogicsbereikte en die pedagogies-bereikbare te bepaal. D it betekcn dat die kin d se wo rd ingsta nd in die Jig va n sy moontlikhede geevalueer wo rd , asoo k die aard va n die wo rd ing s-gaping en die oo rsa ke daarvan. D ie
mete d e war gebruik word is d ie fen omeno log iese metode gerugsteun deur psigo logiespedagog iese verkenningsrnedi a waaron de r
kinderspe l as di ag nostiser ings med iurn by die
j on g kindj ie 'n beteke nisvo lle bydrae tesam e
met pedagogiese observas ie lcwer. Kind erspel
is d a n eksprcssic en projeksie wat d ie kind
pu t in sy eie persona le erva ringsreste wat gekleur word deur sy eie sinb elewi nge in d ie
verlede. Volgens Van Lennep soek die mens
voortdu rend in d ie were ld affek tiewe korrelate va n sy a ffek, d ie projekterende kind herhaa l horns elf in d ie wereld oo k dcur sy spel
en d it wo rd zen oe m die verd ubbeli n z va n die
ek -in -affek. fn die speldi agn os tise ringsi t uasie
gebruik die kind sy spel, vera l in illu siewe spel,
as 'n skerm waaro p hy sy innerli ke proje k teer. D ie kind p rojekteer d ie nie-verwerkte
ervarinse. dit war hv nie sin vol kan beleef nie.
D ie on ~erwerk te ve'roorsaak angs en die ki nd
leef slegs by di e grasie van die angswe kke nde
orodat hy vir sy eie bete kenisgewing vlug. Hy
vlug en hy weer at'. Proj eksie is du s in kind erspel afweer en d ie kind proj ek teer enersyds
om die dreigen de so ve r mo on tlik va n h om af
te h ou . deur d it aan die "andec" toe te skrvf en
anders}'ds om s1' afgeweerde wereld met die
tera peut te d eel. D ie were !d va n die afge weerde in ki nderspel is dus die weerka a tsing
van d ie kind se gev oe len s ten aansien va n die
wereld. Angs is ten opsigte van iets vaags,
die kind weet nie waarvoor hv angstig is nie.
A s d ie angs gek onk reti seer \~o rd~ is d it \'0 1-
gens Lubbers mi nde r " gri eselig" orndat d ie
kin d da n weer waarvoo r hv bang; is en d ie
terapeu r ho m da n help om rnaat reels daa rte en
te neem. D ie kin d konkretiseer du s in tve va n
angs en onsekerheid . In d ie diagnostise ring
deur kinderspel is die eerste taa k va n d ie
pe d oterapeut om die kin d in sy wereld te ommoe t en om va s te stel hoe d ie unieke kind sv
Iewen swercld beleef. Psigo ped agogies betek en kin derspel dat die ki nd se ervaring, sy
gedraging e me de bepaal word deur sy er varingsreste u it d ie verle de . D ie kind is as
totaliteit in kommun ikasie met di e werklikheid. en d ie jong kindjie wat nog nie o or
toereikende taal besk ik, komrnun ikeer d eur
middel van sy spel en d ie terapeut moet hom
daarva n vergewi s hoe hierdie kommunikasie
met d ie werklikheid daar uitsien. hoe di e
kin d d ialooz met die werel d voer. D ie kind
se spel stel hom nie ne t daartoe in sraat om sy
er varinge te o rden nie maar bied oo k die geleen thei d om sy erva ringe en bele winge te
kommun ikeer ald us St rasser.
l uis omdar spel d ie bet eken isvol ste ko mm unikasie en ontmo etina smed ium va n die
j ong kindjie is. is dit va n betekenis dar d ie
ped oterapcut hom deegl ik van di e wordingstand va n d ie kind se spei sal vergewis en a td us va n d ie v ier wyses waa rop d ie spelfenomeen hom kan ve rtoo n naaml ik :
2.1 D ie speelwereld as liggaarnlike were ld , D it
is die were ld war via d ie aanraking spele nd
ontrnoet word en is 'n wereld van subs ta nsie
en materie . D eur d ie on middellike kon tak
tr ee d ie senso riese en d ie paticse momente na
Yore en gevolglik noem Vermeer h ierdie spel
senso -patiese spe l. Hi erdie sen so -pa tiese spel
neern ' 0 heel beso nd ere p lek in sp eltera pie in.
Hier is sp rake van 'n orngaa n met d ie vorrnlose materie waa rbv min imaa l ko ntak met
d ie werk likhcid bcho u blv ornda t d ie wer klikhe id wat daar ontrno et word geen vo rrn her
nie. D it is ' n o nts pa nne en kalmercnde belewing vir d ie ki nd wat louter liggaamlik \-erwyl by h 'Jms;:lf in 'n inti eme kontak m~ t spelmateriaal. dit is 'n en"aring va n liggaaml ik
aanraak en aan geraak \\'o rd. Senso-pa tiese
spe l \\'ord in speltera pie benm in momente
waar die k ind te heftig aa ngespree k wo rd
deur d ie beeIde wa t deur sp eelgoed by hom
op gero ep word .
Ook wo rd senso-pa tiese spel inge skakel
wanneer d it blvk dat d ie kind in sv illusiewe
spel geen llitd ru kki ng of gestalte kan gee aan
d it \vat hom inne rlik besig hou en daa rdeur
soeke nd besig bly. Ook vi; die ki nd w at va sh Oll aan die alleda agse betekenis van die
speelgoed son der o m persoon lik sin daaraan
te gee.
Sen so-pati ese sp el kan dan bevrydend inwerk en illusiewe spel inis ieer .
2.3 Die speelwereld as hanteerbare wereld:
Die kind hou hom besig met die rnoon t likheid
wa r d ie speelgoed t oon. Die moontlikheid va n
die spel het horn nag ni e openb aar ni e. maa r
d ie om gan g is reeds ' n gebeure waarby d ie
gehe irn va n die we reId in voo ruitsig geste l
word .
2.4 Die speelwereld as estetiese wereld:
Deu r d ie voo rt du ren de besie-wees me t bvvoorbezld bou -blokkies ontstaan ' n bou
were ld wa t die nie-in tensionele uitkorns van
die kind se besie wees is, met ander woo rde .
hie r word nie gesp eel met iets \\ aa raan d ie
geskiedenis betekenis g ee nie ma ar met d ie
uiterlike verskyning, d ie estetiese aspek, waa raa n geskiedenis on ttrek is.
2.5 Die speetwereld as illusiewe wereld:
Die illusi ewe spel het 'n eksplisiete, vir d ie
kin d 'n bewu ste, zestalte. D it is 'n wereld van
ruirnte waarin gebeurte nisse afspeel war
selfs in woo rde weer zezee kan word . In d ie
illusiewe spel voeg d ie kind aan d ie reed s bestaa nde beteke nisse va n d ie dinze ' n ande r
to e en spe el met 'n wereld van dubbele beteke nisse. wat vir di e kind 'n betekenis van
" asof" kry, In d ie illusiewe spel maak d ie
kind deur sy beelde horns elf en sy p ro bleme
aan die pedotera peut beken d. Sy mo et da n
trag om d ie taal wa t vanuit d ie bee lde sp reek
te begryp en in d ieselfde bceldewe reld daaro p
te a ntwoord .
D ie er varing het reeds g~leer da t hoe d uideIiker die taal word wat dIe spelbeelde spreek.
hoe d uid eliktr kan die kind d ie belewinee
buite hom self plaas. H y kan hom meer daa-rvan distansieer en daarteenoor stelling inneern . maar dan nog steed.; in beel d en ~\·ord
dit n ie in woorde u itgespreek nie _ Ook deur
die pedoterapeut word die konfiik geen en kele moment uit die spelsfee r losgemaak nie.
Aa nva nk lik is d ie beelde ma e en moe ilik
herken baar maar \I,'ord later me; r duidelik wt
uit drukking gebring ,
D it is nou moontlik du idelik waarom pedoterapeutiese spel so bewu stelik gelei moet
word, D ie pedoterapeul sal selfs die spelvorm inis ieer waarin 5V verm oed dat die
kind d ie beste tOI uitdnikkine kan kom. Sv
sal selfs na d ie senso-patiese sp elvo rm teruggry p wanoeer dit nodig blyk maar ge leidelik
d ie niveau van d ie spel verhoo g.
Sy moet die taal van die speelbeeld e begryp om in speelb eelde terug te sp eel en via
d ie beelde wat sv aanbi ed vir die kind nu we
bete ken isse te gee aan al sy skewe betekenisse
en vir hom nuwe perspektiewe en O
n sinvolle
bestaan daar ste l. O il is nood saa klik om altvd
binne d ie spelsfeer te bly . Die feit da t d ie kin d
al tvd in kommunikasie is met d ie werklikheid
irnpl iseer da n oak d at hy in sy spel as tot a liteit aanwesig is. met sy ervaringsreste as
his torisi teit van bet ekenisgewin ge, C p d ie
spoor van Linschoten wat in tensional iteit as
d ie onverb reeklike verbo ndenheid van mens
en wereid sien kan daa r nou eese word da t
d ie kind en sy sp el ten nouste verbonde is met
sv were ld .
~ Kinderspel wo rd gernot iveer uit d ie lewens werklikheid, Die irriele were ld van kin de rspel
ontstaan uit d ie reelc werklikheid 50 05 d ie
kin d daaraan beteken is gee, d us uit sy er varingsreste. Orndat kin derspel verde r is as
d ie werklikheid is daa r 'n eroter toelaat baa rheid as in d ie werkl ikhe id moontlik. Dit is
vir d ie kin d d us ' n "ve iliger om pad " om d ie
probleemsituasie te betr ee. D it rnaak d ie
pr ojeksie van d ie probleem sowel as die vind
van 'n o plossing onder begeleiding va n die
ter ap eut rnoontlik, Aa ngesien d ie kind as
tot a liteit by sy spel bet rokke is. d it wil se
me t al sv a nus. o nsekerheid. azz ressie en ongeborgenheid. kan d ie terap eut uit sy spel
atlei din gs maak ten opsigte van sy probleme.
Reeds in die kind se keuse van sy spel vorrn
of terna van sy illus iewe spel . ka n die kin d
reeds sy pr obleem uitwys. Verde r kan d ie
terapeut oa k waa rdevolle d iag nost iese afleidings maak soo s byvo orbeeld is sy spel
ceo rde n. hou hv horn so nab" d ie konk rete
moontlik uit vree s vir die -beelde wat in
illus ie\\e spel te\"o orskyn tree. is sy spe l
uit inge \'an aggressiwiteit ens.
Daar wo rd oaie duidelik o nderskei t ussen
diagn ostiese en terapeut iese aanwend ing van
kinder~p : l : daar wo rd nie by d ie kind se
pr ojektiewe spel ingegryp terw)"1 hy daarmee
besig is nie behalwe wa nneer betekenis \'olle
o pvoedin g.momen te na vo re tree \\-3t dringende aa nd a g \'cre is. Sle!!s later. wa nne er d ie
pedoterape';t in d ieselfde beelde terug,peel.
word d ie ske\\ e bete kenisse om g ~b ui !!; in die
rigti ng va n d ie beho or like, die positi~we. d ie
gunstige be t e k en i~ge wi n g. As d ie kind nie tot
illusiewe spel kan oorgaa n nie en in d ie ko nkrete oi senso- pa tiese spel bly v:!ssteek . wys
hy eintlik d ie opd ra g af en kan d ie terapeut
dit ver sigt i!Z inisieer . Daar moet egter daarteen g~\~aak \'I."ord am nie inhoude in d ie
mond te Ie en pr ojeksies waardeloos te maa k
as
nie. D ie kind met p roblerne is '0 a ngs tige
kind en kan baie m oe ilik ro t illusi ewe sp el
oo rg aan net ornd .u hy d ie bcelde wa t terug sp eel vrees. Hy beve ilig hom da n d eur h ulle
af te weer. D ie kind kan egt er wcl in die
ped oterape ut iese situasie ta t p roje ksie oo rgaa n. LUJber5 meen da r inv loe d e van buite
' n ko mmuni kasie breuk veroorsaak het en dat
invloed e van bui te in ' n pedot era pz utiese
situa sie d it weer g zdc eltelik kan he r -tel . Die
ped oterapcutiese situasie is gebaseer op '0
ver tro uensverho udi ng binne 'n veilig z opvoed ina .milicu. D ie ki nd word d a n in so 'n
situa->i; g estabiliseer d a t ver oeeld ing m oontlik
word en d a r hy dan o ok so to t p roje k sie in sy
voors tel in fanta see r sal oo rgaan. D ie kind
kornrnuni ke er d eu r e k spressie d irek me t die
ter ap rut en deur projcksie ind ire k .
Illusicwc spcl waa rin proje k tiewe mom ente
ter ua te vind is, h ou wa ar d evo lle d iaz nos tiese- m oonrlikhede in . Die pedorerapeut ka n
uit d ie inho udelike sow el as u it die aIek riewe
k lirna a t va n d ie kin d se sp el sy p ersonale
stelling t arne ten o ps igte van sy o pvoedi ngsgesit uee rd heid veel t e were kom.
3. BELEW lNGS M >\T lG E Dl AG "f :JST[S ERI"GS l\IOME"·T E VAN KIX DE RSPEL
3.1 S pel ell belewing
Spcl is ' n wys e van bclewin g.
Belewing in en d eu r sp -l verwys on der
andere ria d ie m ens se a'fck tiewe \ I,'V ;;;: van in d ic-w -rcld -wccs. m et under woo rd ; ria sv
sin soekcnd : g: 5tcmdh:id. Te n aa i -ien van
be lewing a5 i; ten 'iion : le a ~t is sp ~ l~nd -in -d ie­
w':re!d Wee., dan on nlJ d ~! i t ei t va 1. d ie inten ., i) ;la 1iteit. Sp:-I is ' n akt iewe belew ing , wyse "by uitstek W.l t val trek word op pa tit:'s a tTektie',ve g ':1 <J -5t i e -5 · ko g n i t ie w ~ en n Qrmatief
s i n g ~ v ~ ,1 d .: ni vea 'J.l.
O i: p J. ties-a~ckticw e b elewing is di e g ~ ­
p rcf urm:erde Veld vi r g :l'Js:: ies-k ogai tiewe bek wing: in d ie jong kindjie en \-:::ral i nge ~te l
op a.fcktiewe sin g:-.ving en sin'Jele wing. In
d ie sp~! d iagn :'h t iek i, di e maa tstaf te=1 o;J.iigte
van p.:t~i :::5 -a!fektie\\'.: helewing:. di e ma te van
sm '-,i lit~i t d.l 3rvan . Peda 2Jgieje oJs~rva5ie
tyd:ns veral sy ill u, i e\v~ - of te ma tiese sp::1
is betekenisvol om a 'le id i n~ 'i te maak ten
o p,ig ~e van d ie kind :rlik e a9:~ k.
D ie g nost ies-kog l iti e\ve maats taf i5 d ie
mat ~ van sinvolle ge Jrd ~nheid wa:Hto e d ie
kind in sy sp =l ko rn. By illusiew ~ sp :L lewe r
d ie ki nd g:wDa nlik o ok komm:nta lr en
word op d Ie r.:gt e m ::>m .:nte vra e g:': 'lr.1 , Die
26
terapeut moet egte r daarteen waa k dat hy nie
ant woorde in d ie kind se m ond Ie nie. Spel
ho u sow el pa t ies-a ffektiewe en g nosrie sko gni tiewe d iagn ostise ring srno ontl ikhede in.
Paties-a'fe kti ef kan d ie kind se stand van
affck tiewe stabi lit eit of la bil ite it bepa a l wo rd .
G nosties-kog nitie f word daar gelet op die
kin d se st rukt ure ring en ordening van sy spel,
4. FEN OMEN OLOGIESE INTERPRETASIE v AN KINDERSPEL
Volgen s Landman is d ie mens n fenomen ol ogiesc wese wat d ie enigste rnetode,
naamlik die fcn orn en oloz icse m etod: irnpl cmente er om by die werklike e ssensiele van
d ie \"...erkinhoud en d ie sin daarvan teen d ie
werklikhe .d se lf a s ag terg rond te korn . Wanneer d ie kind de ur d ie rerapeu t d ie g rlee ntheid g eg ee word o m te sp eel, is d it 'n g rleen the id o m sv lec fwereld lcef'oa a r te rnaak. D it is
juis hierd ie kinderlik e lecfwereld wa t die
p ed oterap iu t dzu r m idd : van Kind zrspel
fe no rneno logies wil in te rp reteer.
f n d ie li ~ va n war uit an d cr med ia en d ie
hi st orisite it va n d ie kin d verkry is. projeksies
p edag ogiese obs ervasie en sy kennis va i d ie
longit ud inale wording-gan g van d ie kind .
kan d ie t erapeu t da n d ie nie-r elevan te sake
op,kort.
H v leef h o rn eers in d ie sfeer van d ie
kind zrspcl in en p robe er rncel eef en me cvoel.
Daarna tree h y terug en probeer om d it wa t
hy in d ie Kin d erspcl ing zvoe l het tc verwoord
en uit te I·':.
H v m ·J ::t waak om nie in 'IV uttle'::! en inte rpreta ,ie b~tek~ni5se te I..:es \\.-at nie dal rin is
nie. Dlt wJrd da" g : ;tel teenoor d it wa t
aff::kti~f. kogni tief
n ormatief van h om
verwa2: kan ~vJrd vo l2::ns sv m oontlikh .:d e
e n w,)-rdin2 ~glng. l nd-e 1 d l 3.r d a n On word ing ;g.lp ;ng - is. - is d i.: kin d a'1fl g~w .:- s e op
orto p ~d.lg J ;;i e s ;: hu (p \'~ rlen i ng of p ~dot~ ra­
pie.
en
5. DIE PED :::>TERAPE UTlES E WAA RD E
VAN KIND ERSPEL
5. 1 lnleidillr;
Ped o t~ ra p ie of he rop voe d ing. net 50::>5 opvoed ing. g un van di e ped lgog iese sit uasi e
ui t e n " ""J rd g:d ra en ge rig d .:ur p:dag Jgiese
kriteria.
D it glU!l dan om d ie he :-stel va n d ie harmonie {:J , se :1 d ie ki nd se p.:d ag Jgi es -b::re ik te
en sy pedagogies bereikbare niveau van vo lwassenheid.
5.1 Die k ind in die Pedoterapeutiese situasie:
Lubbers rneen dat eksp ressie al leen en sekerlik
ook in Kinderspel alreeds '0 Karart iese ui twcrki nz het.
Die klein kindji e kan slegs uit sy prob leem
situasie kom as hy daartoe gehelp word deur
"n vo lwass ene in wie hv vertro ue het. wat ho m
kan steun en begelei. ~ Lu bbers meen dat die
kin d wa t vir hom sel f en sy eie pro bleme vlug,
slegs veiligh eid by d ie vr ye a ndcr wa t by en
met ho m ka n wees, beleef. AI moet d ie kind
neg d ie nu we be teken isse wa t d ie ped orerapeut hom bi ed . . . . er werf, het hy die a ngs
a lree ds begin oo rw in deur veilig in d ie gebo rgen he idsruirn te van die ter ap eutiese situasi e te verk eer.
In d ie spelterape utiese gebeure is d ie kind
ak tief bv die situ a sie bet ro kke . Ind ien die
kin d hom werkli k identifiseer met d ie ped oter ape ut so wei a s in die spel wat gesa rnenrl ik
gesp cel wo rd. besta a n di e moon tlikheid dar
hv . ncr SODS wat hv in di e iden tifiscrinz dee l
V~lO d ie spel wo rd : die beteken isgewing ook
deel va n hom sa l maak. D ie kin d ken d it
wa t hy nil' aan homself of aan d ie terapeut
wil of kan er ke n n il' in sy spel aan die an der
toe . H v la a t die an der oo rkorn dit waarvoor
hy angst ig' terugwyk. Cp die marrier word die
kin d met ' n veilig e om pad in sy spel tog indirek met sy eie pro bleme geko nfro nte er in
die vei lige geb or genhe id van die ped o terapeutiese sit uasie.
Vol gens Lu bbe rs slan g die kind om sy
ana ste a an 'n under roe te sk r vf omdat ltv
ve rtr ou d at d ie p ed c te ra pcu t h o m nie sal
o n trna-ke r nie. Die ped orerape ut rnoe t d us
d ie anon irnite it bewaar en rusti c ve rtoef by
die an de r aan wie d ie afgeweerde pro blee m
toeg ::d ig is_
5.3 S Wl"e Sill f!eu'lll f! {leur Kimlersnel
D ie k ind ide~ ti fbeer hom mer
vol wa5sene
en hv aa nva~ r die \'o lwassene se oo rdeel
'n
oar h om . Pat ies-affekt ief sowe l a<; gnostie skC'grli rief gee d ie kind op gr and -va n die
volw<l'isene se oo rd eeI oor hom. be rekenis
a a n hom sel f a s per50o n. D ie rer ape utiese
w a3.rd ~ wat ven·at is in hierd ie ber eid heid
va n d ie kind om die ped oterapeu t se berekeni,:g,=wing so o"} hy d it as kind beleef.
oo r re neern. is d uidelik. Belewing is die
persoon se personaIe sin - of bete ke nisgewing. As die kind du s deur tera peutiese spel
gelei wa d. tot nuwe. anderse of her betekenisering a s 'n gunsriger bet ekenis gewing. kan
h y oak in positiewe sin verander aan sy belewing. du s sv be lcweniswercld. Die pe doterapeut we k dan deu r sy in stelling en me rode
' 0 ooreensternmende inste lling by die kind
deur die selfde sim bo leta al van sy speI te gebruik. D ie kind k orn dan tot nuwe betckeniss ewine deur middel va n svrnmo rfose. Wan neer d ie kind in die ir riefe wereld van spel
tot ek spressie en pr ojeksie gek om her. is d it
d ie afzeweerde wereld van die kind en terapeu t tesarne . D it is da n vanuit hierd ie gesarn entlike were ld dat di e ped oterapeut die
kind tot hcr betekening begelei sc dar hy d it
ka n oord ra o p sy daaglik se we rklike lewe,
Die kind verwe rf d an 50 "n nuwe vrv he id
o p gr o nd van die feit dar hy ' n k euse h-et tot
an ders e betekenisgewing. Proje ksie en dep rojeksie loop in d ie pedote rapeutiese gebeure ineen . D ie begin va n terapie staan in d ie
teken van projeksi c te rwyl die ei nd e in d ie
teken van de p roje ksie staan. Dep rojeksie
beteken d at d ie kind op ho u om te proje kteer
o p gr o nd van d ie fei t d at di t war voor he en
afgeweer en geprojekteer is. nou verwerk is.
Verwer king d ui cp ' n eie-rnaa k en 'n a a nvaard ing van d ie afgeweerde erva ring deur
nuwe sinverlening d aa raa n. Vir betekenisvol le spel-interp retas ie en ter ap ie is kenni s
van d ie kind in sv hi sto risiteit nood saaklik.
H v moe t die inh o ud en wvse va n die kind se
spcl noukeu rig wa a rn eem sc da t hy di e terapeutiese spel daarop kan ko ns t r ueer. Die
te rapeut se spel wo rd dan o pgebo u ran do m
die afgcwe erde in hou de ten opsi gte waarva n
hv d ie kind ro t nuwe sin scwinz wil becelei
die moo ntl ikhede to t her beteken ing ; lOet
inh ou .
en
5.-+ Evclucrine rail llUWe l-etekcnisse
In die pedo diog nost iser ing word d ua r bepaa l
o f da a r 'n wor di ng,;.gaping: is. In d ie p-;:doterapie \\ o rd d a a r g':-e'"al u e~r o f di~ wl-'rdiJl g) ga ping kleiner g-~wor d en of dit o r g: ~ he r i-;.
I nd ien nie. g:-e dit nan d ie pedoterape-ut ' n
a a nd uiding: dat hy sy p cd otera peuti e~ e bemoeieni " moet wy~ i g of \'er s.terk. Jnd ien d ie
\\" or d ing ~g api ng blyk o pgehef te wee,,_ kan
d ie { e ra p ~ ut d ie ped otera pie geleideli k laa t
aftoo p . D ie pedoterapeur e\aluee: hOtdanig
d ie kir.d 'it' voorheen skcwe bClekenisse \"C rvan !! is deur nu we behoo rlike be tekeni sse. 'n
Ve rd ere mere de om te evaluee r i" om '"a n d ie
k ind se o p v Q e de r ~ te \-erneem . O il i-.; dan o a k
hulle war die ki nd in die aIledaa g-<;e lewe ka n
o b ser veer en d ie ncdiQc inl igting -kan \"er . . ka f.
O it i, da n ook hu lk ~\ a t d ie ki ~d u iteindeli k
moet beg :Iei en d it is d ie (auk va n d ie pedoterapeur om die kind weer by sy na tu urlik e
-,
'"
\
o pvoed ers te b ring en die opvo ed ingstekorte
wat daar bestaan he t, o p te hef. Se nd er d ie bege leiding van die kind se opvo ed ers wat in
d ie rneeste geva lle d ie ouers is, ka n ped otera pie nie slaag nie.
ped otera peu tiese spel vir hom toegeeien he t.
vind eer s vergestalt ing in sy eie spel, en daarna
in sv al ledaa zse leefwereld , deurdat d it sv
ingesteld heid,-optrede en stellingname bepaal .
Samevattend:
O it is nou hop elik du ide lik dat K inderspel
geb ru ik kan wo rd as d iag nostiese medi um
veral by d ie j ong kindj ie om dat daar projektiewe mom ente in d ie kind se spel te rug te
vind is. Ped oterapeuties ka n d it ingeskakel
wo rd de urd at d ie pedoterapeut inhoudelik
d ie " nuwe", behoo rIike betekenisse in sv
terapeut iese spe l aan d ie kind bekend rnaak.
Die "nuwe' betekenisse wat die kind via
LITERATU U R GERAADPLEEG
FA URE. J. S. J\1.: Die Pedagog iese diagnosrisering en
behandeling van gedragsmoeilik:e kinders deur middel
mil spel.
L UB BERS, R. : Voortgang ell nieu w de begin ill
Opvoeding ,
VE R 7\.IEE R, E.: Spel ell S pelpaedagogische Problemen.
SO NS EK US. M . C. H. : Leerwereld as belewenis-
were/d.
LA NG EVELD, M. J.: Bek nopte Theoretische Pedago giek .
'n Ondersoek na
die Leergereedheidsvlak
van Grootstadskinders
by Skooltoetrede
DR. C. S. ENGELBRECHT
l. IN LEID IN G
D it is 'n bekende feit dat lcerlinse bv hulle
toet red e tot d ie p rirnere skoal nie alma l ewe
gereed is vir d ie o nd erwys -leerg ebeure nie.
(Daarva n so u enige g ra ad i-onderwysere s ka n
getuig). Daa rbenewens leer d ie ond ervi ndi ng
d at d ie skoolto et rede (en tewe ns d ie hele
skoo lloo pb aa n) sleg s op timal kan verlo op as
d ie o nderwvseres met d ie kin d begi n waar hv
o p daardie stad ium is. N avorsing oo r d ie
oorsa ke van (la tere) leerprobleme by kinders
bevestig o nd ubbels innig dat in ' 0 g roo t per28
senta sie van d ie geva lle d it teruggevo er kan
word tot d ie feit dat d ie kind bv skoolto et red e nie leergereed was nie en d us in 'n
rninde re o f meerd ere mate d ie aansluiting
reed , heel aan d ie begi n verpa s het.
Om hierd ie rede het d ie T ra nsvaa lse O nd er wysdeparte me ru in 1971 d it a s beleid aanvaar dat aile skoolbeginners 'n leergereedmakingsprograrn moe r de urloop al vorens
daar met d ie fo rmele ond errig begin wo rd
(Ky k T .O .O .-om send minuut nr 110 van
1971). Orn dat hierd ie leer gereedrna kingsp rogr am nag noo it ernpiries gee va luee r wa s
nie is daa r teen d ie einde van 1975 in d ie
Fa ku lteit O pvoed kunde aan d ie Rand se
A frikaanse Universite ir beslui t a m in d iepte
op d ie pr ogram en d ie effekt iwiteit daarvan
in te gaan. 'n N a vo rsingspa n bestaan de ui t
dr. C. S. Enge lbrecht (sa meroeper). pro ff, J .
G . Garbers en P. J. van Zvl. dr. J . C. Kok ,
mnre. S. Super en D . P: M. Ba tes, mev.
M . C. Grove en mejj . M. A. G ouws en
H . M . Viljoen het d ie no d ige bepla nni ng
ged urend e 1976 ged oen en d ie ernpiriese
ondersoek in 1977 d eurgevoe r.
2. DI E RASION AA L VAN D IE N AVORS ING
Aa ngesien die navorsing ge rig was op die
evaluering van d ie g eslaag dheid of effektiwite it van die irnplem entering van d ie leergercedrnaking spr ogram is van 'n vo oro ndersoek-na-ondersoe k-ontwerp g ebruik gernaak.
G raad i-Ieerlinge is by hulle toc tr ed e tot die
skool binne d ie eerste twee skoolweke in Jan uarie 197 7 (d. w.s. n og voo r d ie leergereedmakingsprogram geunp lemen tee r isrgro nd ig onde rsoe k met ' n batter y toet se. (H ierd icdeel va n
die na vorsing staa n bekend as d ie vooro ndersoek.) H ulle is weer teen d ie ei nde van J un ie
1977 (d.w.s. net no d ie imp lemen teri ng va n d ie
leergereed rnak ing sprograrn) m et diesel/de battery toetse o nderso ek om sod oend e te probeer
vasstel of daar enige noemens waardige win ste
was .
3. DIE INSTR UMENTARIUM
By d ie sarnestelling van d ie battery ondersoekmedia is uirgegaan van d ie kriteria wa t
ge woon lik vir d ie eva luering van leergereedhe id aanaele wo rd. naaml ik :
* d ie fisTe5e ze reedheid
* die sosiaa l-ka ra ktero logiese gereedhe id en
• d ie kognit ief-intellektuele g ereed heid.
In 'n reeks paneelbespreking s van die na vorsingspa n en op grond va n gerigte literatuurst ud ie is d ie toetsbatterv saa mcestel. Die
volgende oo rwegings is by' d ie sarn estelling
van d ie ba tte ry in aanmer kinz zen eern:
.. Die toetslinge so u klein kI nders wecs en
hu lle sou nie ba ie lank besiz ae hou ko n
word so nder dat vermo eidh eTd die resulta te so u affekteer nie.
.. D ie toetse so u d us kort en op d ie punt af
moet wces sodat dit nie aa n effekt iwiteit
sou in boe t nie,
.. D ie ernp iriese toetsingstyd perk sou oa r n ie
lang er as 14 dae meet st rek nie as verseker
mo es word dat alle toetslinse m in of mee r
nate f ten opsigte van d ie blo otstelling aan
d ie Ieergereed making xp rograrn sou wees.
* Di e toetse sou ind ividueel afg eneem mo et
word . ma ar sou tog mak lik op tekenbaar
moet wees.
D ie vo lgende to etse is in d ie ba ttery ingeslu it :
3. 1 'n Toets vir tisiese gereedheid
Om ' 0 aa nd uid ing va n d ie fisiese gereed heid
van die kind te krv , is zebruik cemaa k va n 'n
ree ks p erseptueel-mot orie se sub to etse.
3.1.1 Navor se rs soos G etma n (1961). Meyers
& Ha mmill (1969). Kep ha rt ( I 971 ), Sawrey &
Telford (19 73) toon alm al d ie belan grikheid
va n d ie globale motoriek: vir d ie leerha nd eling
aan. ' n Kind wat p ro bleme ondervind met di e
groat rnotoriese bewegings. ba lans. lat era l iteit, lin ks-reg sd orninansie en s. is nie geed toege rus vir d ie fo rm ele lcersituasie van leer lees,
leer skryf en leer reke n nie,
* Om d ie sta nd van d ie globale motoriek te
eva lueer is su btoe tse 5005 d ie bek en de
Kraus-We ber-oefening,
ba lan see roefeninge, balgooi- en balvangoefen inge ingeslui t.
3.1.2 D ie fyn motoriek is eweneens baie bela ngrik vir d ie aanleer van vaa rdi ghed e so os
skryf, plak, inkle ur (Vgl. Fr o stig & H orn e,
1964: Jo hnso n & Myklebust . 1 9 6 ~ ) . 'n Kind
met pro bleme in sy fyn rnoto riek sa l baie
fr ust ra sies belewe in d ie lee r- sk rvfsi tuas ie
maar oa k in d ie kunsv lytkla s, op d ie speelgro nd en in die kleed ka mer met al d ie kn ope
wa t vas zernaak en skoene wa t eest rik moe t
word . .. Om ' n aandu id inz te krv van d ie stan d van
d ie kind se fyn mo to riek is sub toe tse soos
pennetj ies in 'n pen netj iesbord insteek en
uithaal. skerbeheersing en handg ebruik
ingesluit in d ie ba ttery.
3. t .3 Kennis I'an die eie Iiggaam . ' 0 behoorlik
u itgedifferensieerde la te ralit cit en oo g-. hand en voe tdo rninansi e. bewussvn va n rnidd cllvn
en p osisie in d ie ru irntc is oo k o nont beerl ike
voorwaard es vir leer lees. leer skrv f en lee r
re ken (Va n Witsen. 1967 : Meve rs &'Ha mmill,
1969: Logue, 1970: Ba rna rd . 1973: Ko k.
1976). ' n K ind wa t nie kan on d erskei tu ssen
29
links en reg s nie. kan bra m oeilik leer lees en
skrv f. H v kan ook moe ilik tiene en ene on d erskel in reken ku nd c. 'n K ind wa t ni e ka n on d erskei tus sen bo e n onde r nie kan bra rno eilik optel- en aftrek "sornrne" d oen . '0 Kind
wie se dominansie nog la biel is. sa l moontl ik
ornkeringe in sy lees en skrif maa k.
*
O m aa ndu id inge van die kind se liggaarnsbewusthcid te kr v, is kinders ze vra om
deta iltekeninge van 'n seun :;TIeisie te
ma ak . Om hulle lateralitei t en d ominansiestab iliteit te evalueer, is ' n rigtingdu idin gstoets inzeska kcl. D ie k ind is ook vrae zesrel oo r~sv naam, farnilienaam . ouderdom
en tu isadres om 'n aa nduid ins te krv van
sy "ekl-bewustheid .
,
3. 1.4 Navor sers soos Get man. Kane & H a lgren ( 1968), Bush & G iles (1969 ). Ka luger &
Ke lso n (1969) Kephart (1971) . Ko k (19 75)
het a lma l d ie belan grikh eid va n d ie visuele
mo toriek: vir d ie leer handelinz bc klemtoon .
'n Kind me t 'n swak vis uele -di skriminasie.
wa t bv. nie ' n dr ieh oek van ' n rezhoek kan
ondersk ei nie kan pro b lerne ond~rv in d am
' n '·A ·· 'ian ' n " H " te on d ersk e i en te skrvf.
"n Kind met ' 0 swak visuele geheue sa l moei lik on thou wa t hy gesien of ge Iees her en sa l
dit nie ka n reprod useer nie.
Ten slo tte is d aa r ook 'n reeks vis uele analisetoe tse ingesluit am '0 beeld te kry va n d ie
k inders se gesigskerpte,
3.2 'n Toets vir die sosical-karak terologiese
gereed heid
A lh oewel fas ett e 500S d ie aandagskonsentrasie, uithou ve rrnoe en em osione Ie beheersing
se kc rl ik baie belanzrik is vir suks esvolle leer
en d ie kin d by skooItoe tr ede Ieergereed rnoet
wees in hierdie opsig is beslui t am in d ie
on derhawige ondersock d ie klern te laat va l op
die skoo loeg inners se selfbeeld by sk ooltoetrede. 'n Positiewe d og rcal isticse selfbeeld soos d it na vore kom in d ie kind se
we rkhouding en prestasiern otivering is waa rskynlik d ie rnees grond liggende vo o rwa a rde
va n sos iaal -kara kterologiese aard vir leersu kscs.
Om 'n aandu id ing va n die kind se werkhouding en presrasie mot ivering te kr y het
mnr. Bores ' n toets saa rngestel wa a rm ee d ie
volg ende fas ette va n die kind se leergereedheid geeva lueer so u kon word:
*
*
*
* Om in aan duidin g te kry van die k ind er s se
visu ccl-motoriese leergereedh eids ran d is
oefeninae 5 005 di e vormbord , vo orkeur hand gebruik en o m kolletj ies (va n gevarieerde sp asiering ) te tel in d ie wets ingesluit.
3.1 .5 Weens d ie onve rbreek like ver band tu ssen g rh c or en taal vaa rd igh eid is d it ook belang rik vir die lcerhandeling d a r d ie kin d
ouaitirf-mo tortes 2: ~re e d mo et wees bv skoolroe trcd c. ( \'emel \-:~ Decha nt. 1964: Blia na ut.
1967: C ur rv, -1969 : J ohnson & }"h kle bu st .
1969 e.a .). " n K ind me t ' n swa k ou di tiewe
d isk rim inasi e sa l vera! pro bleme or:d erv ind
met d ie ~ p ell i n g va n woord e-. ' n K ind met 'n
swuk o L.: di tiewe g :-heue en ritm e sa l pro bleme
on d.: n ·ind met dIe aa nleer van vree rr:d~ 's oorde . Hy sal oo k in ligting " ve rgeeC en c pd ragte
foutief uitvoer,
* em ' n aand uidin2: te krv van die leergereed heid sta nd van-die kinders op ouditfefmot oriese vlak is oefenin 2:e so as d ie nak lop van gespa~ ieerde kloppe, d ie nakl op
va n ritme pa trone. letterherroe ping, woord ·
he rroep ing . syferherro epin g en tel in d ie
toe ts ingesluit.
3D
*
*
of d ie kind verwag o m die skcolvcerk: El'
geniet;
d ie kin d se selfvertroue. d. \\'.5. d ie mate
waarin die kind h omself as suks esvol sien
en ver waz om sv d oel te bere ik:
die kind s e doelgerigtlteid. d .w.s. die ma te
waari n d ie kind horns elf d oe lstell ing s stel
en h om da arop rig om d it re bcreik :
d ie kin d se vcrrn ce to t taakordening ,
d .w.s. d ie ma te waarin die kin d die kennis
en verrn c e het om stap. gewyse na sy d oeI
re werk :
d ie kind se verm ce to t rea list iese selfevc. lue ri ng .
Hi ervc o r hc t hy bepaa'de item s va n d ie
" A nima l C rack crsi -toe ts van Ad k ins &
Ba lliffverwer k. In die keu se van die item s het
hv hom laat lei d eur die Varima x-fa kt or analise wa t tydens d ie oorspronk like itern seIeksie d..:-ur Adkins & Bailiff gebrui k is.
3.3 ' n T(lers ri;- die k ogniriej -imellek w ele
gereedludd
U iteraard is fase tte SODS 'n goeie taal beg rip
en taa Ivermce. ' n gevormde hoe veelheid sbegrip . 'n adekwate -geheue, voldo ende a lgemene kenn is. e.d .m. ba ie belangrik vir 'n
op tima le sko olbegin _ Tyd ens d ie pa neelbespre kin g'i he t d it eg ter d uidelik g~word dat
d ie denk r/ak wa aro p die kin d by skoo lt oetre de beweeg ( v o o r -o pera ~ ion ee l of konkreet op erasioneel) waars kynlik d ie mee s kri ties e
fa ktor vir skools uks es is. Va n d ie d en kvla k
sal afh a ng o f die kind reeds in staat is to t :
*' omkcerbare transforrnasies en dus die
G rootstadsopvoed ing van d ie Fa kulteit
Op voed kun d e van d ie Randse A fr ikaa nse
Universiteit wat op hierd ie taalgroep gerig
is,
oo rsaak like verb and tussen aebeurten isse
~
ka n begr y p;
* ko ns ervasie van volume. len gte, ru im te,
*
rna ssa en geta l en d us d ie begri ppe " rneer
as", " mindzr as" en "gelyk aa n" insigt elik
ka n han teer:
recksvorminz en d us ka rd inale sowel as
ord inate g~talle insigtelik kan hanteer.
Uit die na vorsi ng van Piag et blyk dat d ie ver moe om te ka n kla ssifisczr ' n baie g oeie
ind ikator is van d ie d .inkvla k waarop d ie kin d
oper eer. Dit blyk dolt kinders in d ie vooro p era sionele stad iu m ho ofsaa klik op g ra nd
va n vo rrn en kleur k la ssifiseer, te rwvl ki nd ers
in d ie konk reet-op crasionel e sta~dillm op
grond va n funksie, terna of selfs kon teks
k lassi fiseer.
O m ' n aa nd uid inz van d ie kind se den kvla k
te kry. hct mej, GJ UWS 'n we ts saa rngestel
uit d .ie subto erse.
* ok siev:« k lassificasie, wat gro atlik-; 'n verwer k ing is va n d ie a kt iewe k la vsifika sie
d rel va n d ie " Sigel-Olmsted O bject Car eogr izat ion Te.;( ' "
* kiasins luiting, wat g ro o tliks ' n verwcrking
is van die veroa ie item s war d rur Van Z vl
*
~_
(197...1-) in sv ond zrsoek sa am a estel en begond is. '
~
.\f ..uriksvoltooiing , wa t gro otliks "n verwerki ns is van d ie eersre ses ite ms uit
P ia z x -S: I n held -r (l95~ ) s e o n d r r s oc k
*
*
Sko ol beg in ners (en nie voorskoolse kind zrs
n ie). orndat d ie leerg ereed.naking sprog -arn
sp esifiek vi r skooloeg inners bep lan is,
D ie mun isipale g rense van Jo han nesbu rg
om d ie ond ersoek hantcerbaar te maa k.
D ruipe linge is uitgesluit orndat hu lk st reng
gesp roke nie mecr sko olb egi n ne rs is nie.
4.1 Die lok alisering ran die ondersoek groep
In d ie ee rste week van d ie eerst e terrn vn van
19 77 is ' n opnarn e g -rnaak van d ie 'aJ.ntal
skoolbezin ner k lass e in e lkeen va n d ie A fr ikaansm;dium prime re skole bin ne d ie m uni sipale g rense va n J oha m e sburg. Dit het geblvk da t daar a ltesa me 79 sko olbezinn erklasse in die 28 sko lc wa s.
Uit hierd ie tot aal van 79 kla sse is 70*
klasse m et hulk on d irwysercsse op 'n ewekanvig e wyse in d ie ond zrso ek g roe p inge slu it.
D aar is besluit am tvd rns d ie veld werk 6
kind irs (3 d i at ers en j seuns ) uit elke va n
hier die iO" klass e bv d ie ond ersoek te betrek .
By d ie keus e van die 3 d og.e rs en 3 scuns is
soos volz te werk 2: : g1a n :
I) Al fa J~t i ese klasTy;te va n d ie leerlinge (dogters en seuns a fsond- rlik l is verkrv.
2) vor ig e d ruip elinge i, uitg rska kel en
aaunande d ie klassifikas ievermoc van
kind :rs.
3) deur sistcma tiese steekp rceftrekki ng is 3
d cg ter.. en 3 seuns in d ie on d ersoc kg ro ep
inj esluit .
oxns n-
D it beteken d a t d aar uitcin d elik ..l20 lecriinze
(2 10 dJg :~rs en 210 seuns) in d ie o nd ~r.soek ­
DI E V ER LOGP VA N DI E
SOLZ
groe p wa'.
T'y d ~ n ;
' n vergld::-r ing vat} d ie navo r.iing5pao
warJy o:Jk d i~ Ond;:rwY5':J:: p~ann ~r -vir
J uniJ r P ri m ~ r e O n d ~rl,\"vs in Tra :tivaal en d ie
A.s s i i t ~a t h o J f (Ortod:dj'<tiek ) va n d ie Sielku nd g ~ en VODrlig:ing;diens Va!l d i~ T ra nsva :1I.; : Ond.:r wysd:p l rtemen t te:nwD;Jrd ig
wa;, is at d ie bo g~i1.J ~ md: in 5t ru m~ me in·
d r illg : :ld b ~ip re ek~ g :1n J.!i:;e~ r en vir rekenaa '"d ).:Ieind : s op m .:kaar a'-g;:st-em .
T yd : ns d ie ver g ad : ring is d a ar oa k b ~s luit
om d ie on d "so , k te bep ork lOt skoJlbegin n : rs tvo r ig e d ru i p ~li nge uitg:s luitl in
A fr ika an sm,d lUm p , im ; re skole bin no d ie
ffiuni5ip,:d e grense va ~ Johanne5burg. Oit is
a m d ie v o lg-:nd~ red.:s g:dJen :
*
A fr i k aa n j sp ~e ke nd: 5 .
d ie hu idig:
o m aan te sluit by
t O~ jp i t; in g
va n d ie p:-ojek
,L ! Die rt'Idu·erk
D ie toe5temmi ng \'an die T r a n ~ v a a l s e Onde rwysd ~p J.rt::m:nt ij \'erkry om die ond.:r."Joek
van "tap.:1 te quur. V~rd:r h-:[die T ra J1 jl, a J !se
Ond?rwysd ~pJ.rtem~nt to :;t:mming \'~rl ~ en
d:lt d i ~ 12 onodidl!<tici \'an d ie Sidkun di!!e
en V o o r l i ~ j n!! 'id ie :l 'i in en om J ;)han n ~ , .Ju~~
met die V~!d.\i~rk b~ hu' p;aa n kan w.:es. Saam
met mn r~. B:Jtes en Sup : r t:n m~j . G JUw., was
Ji~ onJcrsJek a" 'ioJan;£
im~:'iruip . Een k!:l, i ~ n:.I<I. nl
he: da"lr eg:t~r 'n fout
k 2 keer in Ji: 'it:~"'..
pro~f ing:~ ru :t, "oJal Jnr 12 kinJ.::,.. 16 dO~ L:r,; en
6 "':U~"'I uil hi:rJie I.;h.. in di: onJerso:l\gro.::p in ge ~l ui l io;. Di: g~ \ ol ~ i~ dill uiteinJdik n:t (,9 kla~.,e
m ~t hull:: on-j:rw v"er;:'i,e b... die onJe-s~.:k b;:lrek
is. alho.:wd die g"rool lOlail npg .+20 k : r1 ing: b\>
h.:b h.::.
"In
)1
d aa r du s IS goed opgele ide veldwerkers wa t
in 5 spa nne van 3 elk opged eel was.
Na 'n sessie waa rin die veldwe rkers vertr oud gernaak is met die meetinst ru mente het
die ve ld wer k van d ie voo ro nderso ek op 24
Ja nua rie 1977 begin en g ed uu r tot 4 Fe bruarie
1977.
Na die eerste dag va n toetsing her d ie groep
veldwerker s weer verca der a m m oon tlike
onvoo rsiene on d ui d~l ikhed e wa t na yore
ge tree her. te bespreek en uit d ie weg te ruirn.
D ie veldwe rk is nou lettend d eu r d ie veld werkers gzd oen en hu lle her waa rd evo lle
wa a rneming s aa ng eteke n wat rydens die
ond ersoeke na vo re zekorn het.
Aa ngesien die vis'-uele-a nalis e.s ubto ets va n
d ie per septueel-rnotoriese meet instrument beson d ere kun d 'g heid in d ie toetsing d aa rva n
vereis, is d ie hulp va n 30 final e jaar op to m etriestude nte va n d ie W itwatersrandse Kol lege vir Ge vord erde Teg niese On derwys ver kry a m d ie besond ere sub to ets af te neern .
H ierd ie toetsing he t g esk ied g xl urend e d ie
tydperk II to 18 Fe bruarie 197i.
Gcd ure nd e d ie tydpe rk va n 20 Junie lO t I
Ju lie 1977 is di e veldw e rk va n d ie na-ondersoek g rd oen. Weer een s is die hulp van genoemde o rto di daktici ve rk rv.
Met die verlof van d ie Tra nsvaa lse Onderwysdeparternent is d aar gedu rende die tyd perk va n 7 to t 18 N ovem ber 1977 ' n ba tt er..
indivi d uele sko lastiese toet se zebruik om die
lees-. reken- e n spellingvl ak 'ita een jaar se
skoo lse onderwys te pe il.
D ie resu lta te van die verskillen d e o ndersoek e is gek odeer e n sistema ties g ekontroleer om onnodize fo ute uit te skakel. Die zegewen s is op p onskaarre gep on s, geverifieeren
rek cnaarrnat ig verwe rk .
5. ' N BEElD VAN DIE GEREED HElDSTA J....D VAN DIE G :l.AAD -i-LEERLlNGE
BY SKOalTOETREDE
Al hoe wel d it nie d ie primere d oe l va n d ie
pr ojek was om ' n fyng muanseerd e beeld va n
d ie skoolbe zin ners bv skooltoetred e te skets
nie . kom d ie volg end : g lobale beeld to g na
vo re by 'n on tledmg van d ie voo ro nd erso ekgegewens:
5. 1 Die persep tueel-motoriese gereedheid
5.1.1 Globale lIlororiek
Wat d ie glo ba le motoriek bet ref. b lyk d it dat
sleg; 3,4 persent van d ie skoolbegi nn ers as
ben ed e normaal bes tem pel kon word . D aar
32
wa s 39,4 pe rsen r wa t as g emiddeld bestempel
kon word en die oorblywende 57,2 persen t
kon selfs as bogerniddeld besternpel word .
Bloot op sterk te va n d ie globale rnot oriek
beoo rdeel was d ie o orgro te rneerderheid
va n d ie kin ders d us gereed vir die skool.
Ten opsigt e va n vie r van d ie sub to etse.
( Kra us-Web er, balanseer, hinkspron g en bal
vang) het d ie dogters gerniddeld hoer tellin gs
behaal as die seuns al hoe wel die verskille
stat isties nie beduidend was nie. D ie seuns
was weer vaardiger as d ie d og ters in d ie meer
ekspansiewe oefening, naamlik om ' n sko end o os met '0 tennis bal raak te gooi ,
5. 1.2 Fvn motoriek
W a t die fvn m ot oriek betref. blvk d it dat
22.0 persent van d ie skoo lbeginners as ondergemidd eld besternpel kon wo rd. D aa r was
55.5 persent van d ie kinders wa t gemid deld
presteer het , te rwy l 34.5 p ersent as boge middeld besternpel kon word. Bloot o p grond
va n hulle presta sies op d ie f~vn m otoriektoetse ka n d us aan vaar wo rd dat meer as
d rie kwart van die skoolbeginners nie prab leme met skri f-. uitknip -. plek- en inkleuropd ragte in die sko al beh oort te he nie.
D aa r was zeen noernenswaardize ver sk ille
tu ssen d ie seu ns en die dozters \~at d ie fvn
mot or iekzereedheid betr ef'" nie. D ie seuns
wa s \'.;elis~vaar oar d ie algerneen effens meer
bedrewe as d ie d ogters met d ie "megan iese"
sub to etse so os pennetjies in steek en uithaa l.
terwyl die d cg ters breed weg gesproke weer
effens meer tuis wa s as d ie seuns met d ie ha ntering va n d ie sker.
5.1.3 Lig gaamsbeeld en kennis \'an die self
W a t hulle liaaaamsbee ld en " ek" -ke nn is betr ef, blyk d itdat 14 .4 per sent va n d ie skoolbegin ner s as benede gerniddeld besternp el kon
wo rd. Daarteen oor was 15.6 persent gern iddeld en 60.0 persen t bogemid deld. Bloot op
st erkte va n d ie uit kom s va n h ierd ie sub roets
wi l dit d us voo rko m dat d ie latera lire it. d orninansie en bew ussy n van posisie in d ie ru imte
van rneer as vier vvfd cs van d ie skoolbeginners sodani g was d~H hu lle nie pro bleme met
lees en sk rvf so u he n ie.
Ten opsig te va n die items wa t op de ta il gerig is, so os d ie ke nnis va n d ie e ie na am .
fa'-milien aam. oud erd om en woo na d res of d ie
teken ing va n ' 0 geslagst ipie se seun 'm eisiefig uur vertoon d ie d og ters elfens groter gereed heid as d ie seuns. Aan d ie a nd" kant
vaar d ie seuns wee r effens beter a s d ie d ogte rs in meer ekspansiewe items 5005 ru irntelik e o rientas ie en ken nis van d ie p osisie va n
die eie liszaa m in die ru irnte. Die ver skille is
egter gerT~g en statistics nie bed uidend rue.
5.1.4 Visuele disk riminasie , visuele geheue ell
visuele motoriek
Wa t d ie visuele di skriminasie, visuele geheue
en vis uele mot oriek betref. bl vk d it d at d aar
50 veel as 37.7 persent van d ie kinders was
wat a, bened e gem iddeld bestempel ko n wo rd .
Daar was bvka ns net 50 ba ie ( 3 6 .9 ~~) wat
a, gerniddeld besternpel kon wo rd en 25.4
persent was bo-gernidd eld . D it beteken dat
slegs d rie vyfdes van d ie skoolbeginners se
visuele d iskr iminasie. -zeheue en -rnoto riek
vold oend e was om te verseker d at hull e adekwaat by d ie formele leerhand eling so u kon
baat,
D it is interessa nt dat d ie seu ns weer een s
effens beter as d ie d osters zeva ar het in d ie
"tegniese" items (vormbordj terwy l d ie d ogte rs weer beter as d ie seUDS gevaar her in d ie
"dera il-item (na trek van sim bo liese fi gure).
D ie waarzeno rne verskille was eater klein
en nie bedu id end in statis tiese sin- nie.
5. 1.5 Ouditiewe diskriminasie, ouditiewe geheue ell ouditiewe mo toriek
Wat die ouditiewe diskriminasie. -zeheue en
-mororiek betref kom bvkans die>elfde beeld
as by d ie visuele toetse na vore: 35. .?: per sent
va n die skoo lbeginners pre steer on dergemiddeld. 45.4 per sent presteer gernidde ld en
19.4 per sent bogerniddeld. Dit beteken dar
(su iwer op hierd ie gegewens beoo rdeel) elfens
minder as twee derdes van d ie skoo lbezinners
op hierdie terrein gereed genoeg is
die
aa ns lui tin c sekuu r te vind. Dit was veral d ie
tel-su btoers waarin d ie kinders zesu kkel her.
D ie d octers het in d ie o udTtiewe toetse
deurgaa ns- effens hoer prest eer as die seu ns.
alhoeweI d ie verskill e sta tisties " ie bedui den d
was Ol e,
om
5. 1.6 Sa rneva tte nd kan beweer word dat ten
opstgte van d ie ba...iese globale per septueelrnororieje vaa rd i2hede die meeste skoo lbegin ner s \'o!doende gere ed was. Daar was egte r
grom persen ta sies (selfs tot 37.7 ° 0 ) wat ten
opsigre van d ie toegespibte en meer gespes ialiseerde perseprueel-mo tori ese vaar·
d i2hede no!! nie 2ereed was vir d ie formele
onderrig- Ieergebe~ re nie.
5..?: Die selfbeeld. h"erkhouding ell preslasiemorirering
On!!elukki2 bestaan daar n0 2 nie 2esta ndard i·
seer de teUt£H!S \ir d ie ··Animal Crackers'· vir
Su id-A frikaanse toe>tande nie. Beoordeel op
gror:d van Amerikaanse standaard tellings
kom die volgende bee!d van d ie skoolbeginners se wer kh ouding en presta siemoti ver ing na vo re:
5.2.1 Sk oolgenieting
Uit d ie gegewens blyk dat 1 ~.9 persent van die
skoolbezinners ' n benede (A rnerikaanse)
gerniddelde telling gekry het wat hulle ver wa gting am die skoolwerk te geniet , bet ref
en dar 84.1 pe rsen t 'n gemiddelde of bogemidde !de telling behaa l het , Bloor op grond
van hier die zczewe ns wil d it d us voo rkorn
asof vier vyfdes va n d ie skoo lbegi nne rs by
hulle skooltc etrede gret ig was om skool roe te
gaa n.
D ie d ogters her gemidde !d effens hoe r
tel lincs as d ie seuns behaal. D ie ver skil is
egter- so geri ng d at dit sta tistics nie beduidend is nie.
5.2.2 Selfvertroue
Uit d ie gegewe ns blyk dat die telling war 16.7
persent van die skoolbeginn ers behaal het
ten opsigte van hulle selfvert ro ue bened e
d ie A merikaan se gemidde ld was. D ie ander
83.3 persen t het gernidde lde of selfs boge middelde te llings beha al. Su iwer op gro nd
va n hierdie uit korns wil d it voorko rn asof
meer as vier vvfdes va n d ie skoo lbesinners
die nod ige selfvertro ue gehad het am d it met
d ie vree rnde situasie te wa a s.
Hier het die seuns 'n effens hoer gem idde 'de
telling as die dogters behaal. Dit ryrn met die
bevind in zs va n na vorser s soo s Bass &
Dunt ernan (1963) wa t aa ntoon d ar weens die
verski l in eeslaesrolverwa s tincs wat van
seuntjies en do!!tertjie s gekoester wor d rselfe:ence !!saatr. heid. a!!!!ressiwiteit. wed \"wering
en ek;pansie [eenoo; ingetoenheid . l{eftallig:
heid en inhihi~ie ) d ie seuns ·n 1!ro ter se f·
venro ue as d ie d o!!rers her. Dre \erskille
was egter ba ie klein~
5.2.3 D oel~eri~r h eid
Uit die gege\\:-ens blyk dat 26.6 per senr van
d ie skoo lbeginners (in vergeIyking met Ameri·
ban« kinders) bened e gemiddelde telling,
behaal het ten op sigte van h ulle doelgeri~t­
heid en dat 73.4 per sen! gemidd elde of hoer
telling, behaal het. Bloo t op grond van hierd ie 2e!!eWen s wil dit voorkom a>jof b\ kans
d rie ~k\~"art van d ie leerlin2e b\· skool roelfede
wei oo r die ncdige verm oe ·be sk ik om vir
hulle ·n d oel te stel en d it na te strewe.
T en o psigte van hulle tellings op hierd ie
items het d ie d og te rs effens beter gevaa r as
d ie seuns. Die versk ille was e2ter nie statistics
bedu idend nie.
-
-,,-
5.1'-+ Taak ordening
Uit die gegewens blyk dat 15.2 perse nt van
die skoo lbeginners te llings benede die A rnerikaanse gernidde lde behaal het ten opsigte
van d ie items war gerig is op die evaluering
va n hulle taakordeninz. Daar wa s du s 84.S
persen r van d ie leerJinge war gerniddelde en
sell's bo ze rnidd elde telli nzs behaal het. B100t
o p gr ond va n hierd ie gegewen s wil d it vo or kern asof rneer as vie r vyfdes va n d ie leerlinge
du s we i reeds die kennis en d ie verrnoe verwer f het om sta psgewyse na 'n bepaalde
cesrelde d oel te werk .
~ Wee r eens het die dogters gemiddeld effen s
ho er tellincs behaal a s d ie seuns. D ie ver sk ille wa s egrer so gering dat di t nie statistics
beduiden d is n ie.
5.2.5 Sel fevaluering
Uit d ie gegewens blyk da t soveel ~,S 60.5
per-cut van die skoolbegin ners laer te llings
ten o ps igte van d ie selfeval ueringsiterns beha a l he r as d ie gerniddelde tellings wat die
Ameri ka anse kind crs by d ie standardiseri ng
van d ie toet s behau l her. Dit wil d us voorkorn
asof bal e van die sk oolbcginner s nog nie ' 0
real istic se self'bcc' d verwerf het nie. Hulle is
gr c o tliks geneig om hul lcself te gerin g te
ska t.
Cok ten opsi gte va n hierdie faset van d ie
sclf'bec'd en prestasiernotivering her di e
dozte rs cffens hoer tel linzs behaal a s d ie
seuns . Die ve rskill c wa s egter geri ng.
5.2.6 Samcva ttcn d ka n gese word d ar d ie
mecrdcrhcid van d ie skooloezi nners oo r die
a lgem een ' n p asit iewe sdfbeeld . werkhoudi ng
('n presta" iemotivering cp~ nba:l r en d3.t d ie
d ogr.;rs oar d ie p. !gemeen effens h o '~r t=llings
<!s die ~euns beha'l! h:r.
5.3 Die kognilief-inrel/ekrue/e gereedlrcid
5.3. 1 Ak,icll'l.' k/assifikasie
\Va i di;.:' nk.tiew(' kJassjfjkn-;ieto ets berref. bhk
d it dat gemidde' d 64. 6 pe rsen ! van d ie skoal beginners inderdaad korrek va n gr oepering
2e bru ik 2ema.k het in h ulle kl~5s ifi kasi e ­
pagi ngs, I n 13.7 persent van die geva !le was
die kla;s ifikas ie slegs gedeellelik korrek en
in d ie ander 21.7 persent van die gevalle
wa s d it fourier.
Dir het geb lyk dat daar statisties gesproke
geen bed uidende ve rsk il tussen die se uns en
die d ogters bestaan het wat hull e klassifika sie \'ermoe bet ref nie , Oi t is egr er int eressant dar die seuns bet er as die d ogt ers gevaar
her in d ie klassifi kasi e van voorwerpe saarn
met di e hOUlblokki es. d ie tol. d ie bal en die
kry t , dit wil se da ar d ie voo rwe rpe wat a s
"speelgoed" besternpel kan word , \ Vaa ra an
hierd ic vcrskvnse l to e te skrvf is, is este r
nie duidelik nie . D i! her verder seblvk -dat
d ie d oztcrs hulle effens meer d i k\~·eIs · a s d ie
se uns daar\'an weerhou he r om 'n keuse
re maak a s hulle dit nie kon ra sionahseer nie .
(D ie seuns het meer dikwel s a s d ie d ogre rs
ke uses zcmaak en dan kon hulle hulle ke use
nie verantwoord nie ). Di t ka n daarop d ui
d a t effen s rneer d ogters moon tlik in hulle
denke a l ' n grater mate va n o m keerb aa rheid
ontwikkel het a s war die sevaI met die seuns
wa s, Dit be reken dat eiren s meer doaters
a s seuns al in ' n ma te daarroe in staa twas
om vooru it te kan di nk.
Wat d ie k lassitikasicst vl bet ref. blvk d it
d ar d ie oo rarote meerderheid van die kinders
wat wei korrek zeklassifi seer het van kleur en
vorrn as kri te ria geb rui k gerna ak he t (42.9 0 0
en 13,3 ~~ on derskeidelik). Vo rrn en kleur is
die laa aste twee kri teria in d ie hieraraie van
orde ningsbegri ppc volg ens Pa rk er (19 7 I) sc
ta kso no mie . Van d ie hoe r krite ria vir klassifika sie so os sa meste llin«, funksie-in-kon tek s.
terna . karez oriale a~eid fn 2: en klasbenocmina
h er by hier d ie skoolbegin ners neg nic veel
te reg gekorn nie. Di t beteken d at hulle wat
d ie kla ssifika siestvl bet ref noz betreklik in die
beginstadiurn van hulle denkontwikkeiing
verkeer,
A lhoewel die d ogters effens meer as die
seu ns van cevo rdcrde ordeninaskr iteria cebruik gemaak her. was die ver skine sta tisti cs
nie bed uidend
ni~ .
5,3,2 K/m·ins/ui!in g
Uit di ~ r~suita t e van d ie !.;:/Qsi nsluitin!!sto ers
bh'k d it dat die kinders bv skoolver!urin !!
nog groot!iks nie in sw,o.t i ~ tor d ie op!ossing
\ 'a il klu o;inslu iringsproblem e nie, D <!ar was
ge m i d d ~ !d slegs 27.0 p e r~ en t va n d ie kinders
wa t d ie on derskeie k 1:l'iinsluitin Q:sitcms ko rrek
kon oplo:-, en van diegene
we! ko ru kte
re sp on se gcgee her. kon minde r as 4 pe rsent
hu lle o p!oss ing vo; do en d ~ vcrklaa r. Dit bete ken d9.t die Qrootste de el van die skool beginners in d ie ondersoe k nie in sta a t was t Ot
of om kee rbaarheid van denke of de sent rerin!:!
nie, Die meeste \'an hulle het ooglo pend nog
op d ie voo r-opera-;ionele denkv!ak verkeer.
Hi erd ie e:ebrek aa!1 wen d~aar heid \ 'a!1 d enke
imp liseer da t die kinders aanvanklik so u kon
moeilikheid he om fo rmele rek enk un do (o ptel
en aftrekl met insig te doe n omdut hulle
n 02 nie in staat is om terselfdert \ d :l:ln d ie
ge heel. sowel as aan di e samesteile nde de le
te din k nie.
wat
D aar was sran snes seen bed uiden de ver d ie doaters wat d ie
skille t ussen d ie seuns
klasinsluitin zsto ets betref nie . "'Die eerince
verskille wilt wel waarzeneem is. due in die
rigtin g d at effens meer dogters a s se uns reeds
in d ie oorgan gstadiurn van voor-operasion ele
denke na ko n kreet -o perasionele denke ver kee r,
en
5.3.3 Matriksvoltooiing
D ie uitkoms va n di e matriksvo ltooii n zstoet s beves tiz in 'n zr oot ma te die bevindi nse
van die kla sin sluitin gst oets. naa m lik dat die
oo rgro te mecrder heid va n die skool beginne rs
nog op die vooro perasio ne le denkvla k bewee g. M inder as 5 persent va n die kinders
(seuns sowel as d ozters) was in staat am d ie
rnatrikse op ' n konkreet-operasicnele wyse
te vol tooi.
5.3.4 Sa rneva tte nd kan dit cestel word da t d ie
oo rgrote meerderheid va n die skoolbeginners
n og nie in staat is tot konkreet -operasionele
denke nie en dar verrn oed wo rd dat hu lle
prob leme sou kan ondervind tve ra l in reken Kunde ) ind ien daar rezstreeks van die begin
af forme le werk met hlille ced oen so u word.
Wa t die kogn it ief-intellektu ele aspekte van
die ki nd se mo nd cri nz bet ref, wil dit du s voo rkorn asof daar beslis 'n tydpe rk van leergereedma king nc dig is.
Werkho uding
by
Skoolbegin
DR . T. VAN B . V.-\ VGHAl'i
6. SLOTSOM
A lhoe wel daa r nie gepoog is o m n fyngen ua nseerde en gede tailleerde beeld van d ie
Ieergereedh eids tand van groo tstad skind ers
bv skooltoetrede te eee nie (daarvoo r was
d ie instrume nt e te grof en algemeen). he t d ie
volcende t02 zeblvk :
• :-n zroot deeev an-die kin d ers is fisies red elik
2er~d :
* ";n ba ie groa t deel va n d ie kinders is sosiaalkarakter a l0 2ies ce reed, maar
* die meerde rheid'" van d ie kind ers is ko zn it ief-intellektueel nog op d ie voo r-opera sioneie de nk vlak en her behoefte aan
leergerecd rn a king in hierdie opvig .
7. BROSSELYS
AI die bron ne waama \ en\\-s is. is verva r in
BOTES. D. P. \1. 1975: ',; Evalaerine mn die invtoed
van 'n graad-een skooleereedmokingsprogrum 01'
die setfbeetd ran die leeriinge. Joha nnesbur g: Rand ,
s.: Afn kaa nse Lniv ersireit 1\ I.Ed. -\ erhandeline).
GOL·\\'S. \1. A . 197s: '1/ Evaluerine mil die im/IJed
mil "n gr. i skootgereedmakinesprogrant up die
denkontwikketine van teerlinee, J oha nncsbure :
Ra ndse Afrikaa nse L·ni\ersileir (\ I. Ed. -\erhandc,
lim!'.
GROVE. \1. C. 19 7~ : On Opvoedtamdige evalecrinir
\·011 die onderbou en implemenrering nw '11 skootgerecd.nakingsprogram vir skootbeetnncrs. Johannesburg: Ra ndse Afrikaa nse Universiteit ( .\1.Ed. verh andeling l.
Wa nneer 'n kind vir die eerste keer skool toe
aa a n. bevind hv hom metcens in ' n -ituasie
~\'aarin daar sekerc aannarnes 2?muak word
aanzaande cv e zrecdheid vir en- doel trcffcnd heid in die han-tering van die skoolse lccrci-e.
Hie rd ie aannames bchels verwag ting . wat
g ekoester word en as sodanig g ian dit van
leerk rag to t lcerkrag vcrskil , Die verwagting...
ma g enersvd s baie reali ...t ie') wees en wc ldcc cli k "reken ine hou met d ie beson dere kcn!~­
recd heidspeil vun die lecrling: an d crsyds egreT
mag dit onrcausties wees. Feit i", eutc r dat
d ie'"\'erwagt ing .. d ie on d .:'rwy~ pra k lyl na "':
aard en inho ud rig en d a t di e koe.>ter van h':JC
verwa gti ng, ' n heel tipiese \\:ysc is W3.:l ro p die
leerkra!! in d ie aan\,un g..kla" haar bena&: ring
t ot d ie'" on d~ rw\ s laat- ken. S\' kan oak nic
a nders nie. 2~s. ien d ie eis e van"d ie g: fo rma lisee rd~ on d ; rri g,i tua.,ie waaraan -')~ in ·n
rnin dere o f meerdere mate, vo lgens voo rskrif
van d ie onderwvsowerhede. re g m oet la at
zeskied.
.
. - Die bogenoemde oms ta ndigh ede waaraan
die skoolbeginn er " oorgelewer" word , kan
slegs die hoof gebied word ind ien hy d oeltreffend voorbereid is op d ie skools e taak. Hierrnee word nie bedo el dat hv oo r ' n sornto taal
van eien skappe 5005 by. leesverrnoe. rekenverrnoe en retensieverrnce m oet bes kik nie
(vgl. G arbe rs. 1966:6). Hierd ie voo rbereidheid behels eerder 'n om vattende o ntwik keling srnatige gereedhe idspe il wat van so ' n
aa rd is dar d it d ie kind in staat stel om ha rmon ies bv d ie skoo l in te ska kel en te blv
inska kel i Vaughan. 1977: I ). 'n Leergereedheid van hierdie aard omvat d ie to taal va n
affekt iewe en ko gnitiewe momente wa t doel rnat ig gestruktureer is me t die oog op d ie
ma ksim urn-ben utti ng van die leerervarings
wat in d ie skoo l aa n d ie o rde is.
' n Verande rlike wat na verwagting "n
sleutelrol in d ie leergereedhe id speel, is d ie
werkh ouding waaroo r die sko ol beg inne r
beskik. Werkho ud inz is ba sies 'n atfektiewe
gedrag svorrn wat de-ur die opvoe di ng gerig
en verfvn wo rd. Bin ne die aanvanzsonderwy sop ser funks ioneer dit as 'n kragt ige.
d ina m iese momen t. D ie bespreking wa r volg
is ge ba seer op ' 0 o ndersoek wa t onde r a ndere
gehandel het oar die rol van d ie wer khoud ing
in aanvang sonderwys (kyk Vaughan, 1977),
Aa nvank lik sal werkhou dinz o mskrvf word.
Dit sal opgevolg wo rd deur 'n teoreticse
verwysingsraam werk aangaand e d it wat die
skoo l eis en oo k d it wat waars kynlik tipies
is va n d ie soo rt werkho uding wat a fges tem is
op d ie berne estering van di e skootse leerer varings. Hierna wo rd '0 uiteensetting gege e
van d ie wyse waarop d ie werkhoudin g inho ud
kry en gerig wo rd deur d ie voorskoolse o pvoedin g binne d ie We sters-tegnologiese kul turele ko nteks. Enkele navo rsinzsbcvind in zs
sal d a n aan die orde zestel wo rd. Ten slo tie
sal ko rtliks aandaz oeskenk word aan die
wisse lwerki ng tu ssen d ie werkhoudi ng van d ie
skoolbegin ner e n d ie ond erwys wat hy ont va ng. Soos uit d ie voorga ande blyk val die
klem in d ie bespreking wat volg oj> 'n bered ooering va n d ie p lek en re I van werkhouding
in d ie on twikkeling. opvoedi ng en onderwys
van d ie skoolbegin ner.
WerkllOlIdin~
Ond~r werk hJ udi n 2
word verstaan d ie mens
se a ffekt iewe en ko gnitiewe se nsi tiwitei t vir
d ie appel van ' n a rbeid - of presta~ie s ituas ie.
H ierd ie sensi tiw iteit laat h orn ken as 'n ko g·
36
ni t iewe in tensionalitcit wa r 'n poging is om
d oelt retfend op d ie appel van d ie situasie te
antwoo rd.
D it is nod ig am die mo rnente h ierbo genoern kortlik s te ornskryf en hul samehange
aa n te to on :
Werk of arbeid d ui op die vo rme va n aktiwiteit wat nie ter wille va n sigself n ie maa r
te r verwesenliki ng van persc onlike of m aar skaplik-waardevol!e d oelstellings beoefen
wo rd (Kuypers, 1971:17).
Houding is volgens F ish bein (Cro mbag,
1968:3) 'n gevoelsrnatige waa rdering wa t 'n
persoon het vir 'n o bje k of kategorie va n ob j ek te. H oud ing a s gevoelsrnatige waa rdering
ten ops igte va n werk, dit wil se werkhou din g,
kan beskou word a s ' n normatiewe m oment
in d ie lewe van d ie mens.
'n S ensiriwiteit vir die appel ran 'n situasie.
wa t "0 stimulerings- of uit lok king skarakter
dra, verp lig die persoon om op d ie een of
and zr wy se ten opsigte daarvan te han del
(G arbers, 1975:333). Wanneer dit nou gaan
om 'n sensitiwiteit va n 'n arbeid- of prestasiesituasi e wor d zevind dat die mate en kwa liteit
va n sensitiwitett 'n fun ksie is va n die aard va n
die appel in sa meh a ng met d ie persoon se besondere a rbeid- en prestasie-o rie.i tasie wa t on rwikkel her binne d ie konteks va n sy meer a'geme ne verwysingsraamwerk, D ie mate waa rtoe
die persoon sensi t ief vir die appel van p restasieof arbe idsituas ies is. wo rd afgelei uit d ie wyse
waarop hy handel. In hierdie beso ndere
situasi es behels di e ha nd eling d ie kognitiewe
intensionaliteit war dan d ie op eras io nele moment in die werkhoud ing verteenwoordig.
Terwyl kognisie bew uswordi ng . oo k va n die
atfektiewe modaliteite, beteken (Schmi d t,
1973:105-107), word met inte nsionaliteit
bedo el d ie ger igtheid o p 'n voorwerp, die
uirgaan na d ie were ld o f d ie ged urige betrokke nheid op d ie wereld INeI, 1975: 109).
D ie ko gni tiewe intensiona lite it neern kon kre te g esta lte aan as die skenk van aandag.
Dit ka n gestel wo rd dar werkho udi ng rea lisere
as d ie d oelgerigte ske nk va n aand ag aa n dit
wa r as bet ekenisvol bi nne ' n ar beid skonteks
beskou word. D ie aanda2 word vo lhardend
in bewegi ng geh ou d eur -die a nrisi pasie van
pos it iewe atfek va n een of an der vo rm wa t
met d ie suksesvolle volvoering va n ' n taak
gep aardgaan .
iVaI die skool eis ell bied
D ie verwa gtin gs en eise van d ie skoa l is ba ie
relatief. Dh ha"llg nou saam met verande rli kes
5005 d ie d idaktiek en die metodiek . d ie persoon va n d ie leerkrag. d ie a tmosfee r in d ie
klas ka rner, d ie inte llektuele vlak va n die leer linge, die aantal lee rlinge in d ie k las, d ie omgewing waaruit d ie leerli nge ko rn. en s. (Haenen , 1970 :22). Basies gaan d ie skoal egter va n
die algernene vero nde rst elli ng ui t dar d ie
skoolbegin ner oo r 'n verwysi ngsraa rnwerk
beski k wat o nder ande re gekenmerk wo rd
deur stewige a ffekti ef-k ogni tiewe st ru kture
wat d oeltreffende kognitiewe in tensio naliteit
(en opsigt e van teoreties aile a ppelsituasi es
van d ie skool rnoontlik ma ak. Die skoolbeginner se toerust ing moet d us va n so n
aard wees dar hv vir die skools e ta ak in sv
geheel oo p is. .
Die d oelste llings van die skoal. wa t min o f
meer algernee n-geld end is wa t die vo rrn daarvan betre f, gee reed s 'n duid elike ind ru k va n
d ie aard 'W a n d ie toe rusting waaroo r d ie skoalbeginn er behoort te beskik ind ie n hy sukses
wil beha a l. Wa t vol g is ' 0 ka rt sam evat ting
va n d ie d oelstellings va n d ie lae rskco l, soos
D umo nt & Ko k (1973:9- 10) dit sien:
Op sisterna ticse wyse dra die sk oal kenni s
en vaa rd ighede aan die kind oar. Praktiese
take word gestel eo d aar wo rd va n d ie kind
verwas om te werk en te leer. H ierdeur
versaaklik sv lewe . D ie werk w a t va n hom
verwag wo rd impliseer dat hy take sa l aa npak en tot voltooi ing sal voer.
* D ie skoa l ord en die leefr itme. die tvd sinde ling en die tydservaring van d ie ki nd. Hierd ie ordening wo rd deur d ie vo lwass enes
bep aa!.
* D ie ta al vorrning is een van die be langrikst e
d oe lstellings van d ie skool. In en deur d ie
taa ivorminz wo rd d ie ku lturele verwo rwenhede . sos iale erva rings. ho udings, idees.
ideale, wense en gevoelens tot uitdrukking
ge bring . oo rged ra en georden. H ierd ie
oo rd rag en o rden ing irnpliseer dat d ie kind
take opgele wo rd waa rvoo r hy n ood wend ig
' n bela n zstell ina sal rnoet he of on twikkel:
hv sa l na amli k -m oet ka n sk rvf en reken .
Die vero nd erst ellinz is hier dat d ie kind
oor genoeg leergier igheid sal beskik om
hom met taakbe, ef en kon sent ra sie [O t d ie
take te wend .
• D ie skool stel ho m ten d oel om d ie kind
eksp lor as iegeleent hed e te bied. D it gaan
hier am die aktiewe on d erso ek va n die
omgewing deur die kind . Hy wo rd ingeJei
in d ie saakwereld en in die geo bjektiveerd e
ku lturele prestasies van di e be skaw ing.
* D ie skoal is ten slo tte op d ie sosi al ise ring
va n d ie kind inges te!. H y leer d ie kin d inska kel by gr oepswer k, am sosiaal met
an der om te gaa n en leer hom ook om
*-
si tuasi es te beoordeel van uit d ie stan dpu nt
va n a nder en sy handelinge dan daarvolgens te rig.
Bogen oemde d oe lst ellings gee terselfdertyd
' 0 aan duidin g va n d ie soo rt inho ud waarm ee
d ie skoo lbeginne r gekon fron teer word. Di e
in houd war di e skoo l bied is ste rk zeorden
en d ie kin d kan d it slegs de ur sy ak tiewe bet ro kenheid tot sv eie rnaak. Die skoolbegin ne r bevind ho m d us in ' n situasie me t ree le
uitdagi ngs waarop hy slegs d oe ltre tTend ka n
antwoord indi en hv o nder a nde re oo r 'n
leerverrnc e en we r kho ud ing bes kik wat op d ie
eise van d ie skool voorberei is. Laasaenoernde
fa set te van leerge reed heid. wa t in te rafhankl ik
va n rnekaar is, sal vervolgens d ie aan dag
geniet .
Skolastiese leervermoe
D ie zereedbeid va n di e kind vir fo rm eJe leer
word in die eerste plek bepaal deur sy leerve rmce as ' n verrnoe tot ind uktiewe en ded uktiewe den ke. A s sulks verteenwoo rdi z hierdi e
leervermoe onder an de re d ie verrnc etot OOfsaaklike logiese d enke. sirnboolbegri p en begrip van die ordenin g van gebeu rt en isse en
voorwerp e tot bepa alde kons epte (Ga rbe rs.
1969: 69 ). Die toerusti ng of toepasl ike inho ud
waaroo r d ie kind beski k am sy d edu kt iewe en
induk tiewc de nkvermce as leerverrnce kon tinu
te laat real iseer. is te vin de in wat Au su bel & Robinso n (De Corte. Geerligs. Lag crwe ij. Peters
& Vanden bergh e, 1 972 :1 ~ 9 ) die " kognitiewe
st rukt uur" no ern en wa t in d ie aeva l va n d ie
skoolbegin ner no rrnaalweg deur d ie voo rskoolse opvoed ing to t stan d gebring is.
Au su bel & Ro binso n (soos aangeh aa l d eur
De Corte et a l.. 1972 : 189) skry f da t " the most
im por tan t facto r infl uenci ng learn ing is the
quant ity. clarity an d o rga nization of the
lea rne r 's present knowledg e, Th is present
knowledge. which consists of the fac ts. co nce pts. pr op ositio ns. theo ries a nd raw per ceptual d ata that t he lea rner has available
to h im at any po int in ti me. is referre d to as
his 'cognitive st ruc ture':'
In d ie klaskamersi tuasie ka n d aar volgens
Ausu bel & Su llivan (D e Co rte et al.. 1972: 190)
in hoofsaak twee lee rstvle aan d ie o rde kom .
naa mlik resept iewe leer en leer d eur o ntdek kin g. By resepriel\·e leer wo rd d aar leerinho ud
in sv uiteinde like of finale vorm d eur d ie
lee rkra g aan d ie ki nd gebied en va n d ie kin d
wo rd d a n slegs verv.;ag om d it wat hom gebie d
word . te o nthou. By leer deur onrdekkillg
moet d ie leerinho ud in sv geheel deur d ie kind
self ontdek wo rd. met o(so nde r d ie begelei37
ding va n d ie lee rkrag. voo rda t die verwo rwe
kenn is in d ie kogni tiewe str ukt uur van d ie
kind op geneern kan wo rd . Au subel & Ro bin so n (5005 aangehaa l deur De Corte et a l..
1972 :190) too n oo k aa n o p wat ter wy se die
kind sv verwo r we kennis met sv koznitiewe
st ruk t uu r in ....erba nd ka n b ring: wan neer hu l
skryf : "If the lea rn er att empts to reta in the
idea bv relatinz it to what he kn ows" a nd
there by "make sense " out of it. the n meaningful learing will result. On the other hand, if
t he lea rne r mere ly att empts to memo rize the
idea , withou t re lati ng it to his exist ing kn owledge, then rote learning is said to take
place:' Vir Ausu bel & Su lliva n (De Corte et
a l.. 1972:190) is beteken isvolle leer die mee s
relevante en wenslikste in die skool. Beteke nisvoll e leer. veral wa nn eer d it deur midd el
van on tdekking plaasvind, behels d ie op lossing van p ro bleme deur d ie gebrui krnak ing
van indukt iewe en d eduktiewe de nkmet ode s.
Dit is 'n leer v..-vse wa t mooi demonst reer h oe
d ie kogn itiewein tension al ite it as fun ksie van
d ie sens itiwiteit vir die a p pel van die skoo lse
leersituasie ak t ief aan die orde is.
D ie vo orafgaa nde toon d ie betekenis va n
die kognitiewe strukt uur vir d ie realisering
va n d ie leerverrnoe. Omd at hicrdie leer ver rnoe
(in samehan g me t sko lastiese werkhoudi ng)
di e kern mom ent van die leerge reed he id
vorm, sal d it verderaa n as skolastiese leer·
ven noe beken dstaan, om d it te onde rskei van
d ie begrip " basiese leerve rrnce ' wat ' n an d er
betekenis het e n nie hier ter sa ke is nie .
Sk olastiese werkhouding
D ie skolastiese leerverrnoe bly slegv n vermoe totdat d it de ur d ie sk ola st iese werk houding in beweging gestel wo rd en da n a s sisternatiese p ro bleemoplo ssing sged rag te r bereiking van g ean tisipeerd e d oelstelling s funksio nee r. Dit gaan du s hier om d ie effektiewe
rea lisering van sk ola stiese werkho ud ing . Di t
is egter nod ig om skolastiese werk houdi ng
van nader te besk ou en sy sp esifieke rol by
leer na te gaan .
Indien d ie sk oolbegin ner daarva n bew us
word dat die skoolwerk vir hom sin maak
e n d at hv d it na verwaztin z kan bemeester
(va nwee -on doe ltretfend'e leerverrn oe). on tva ng d it noodwend ig sy aktiewe aandag.
H ier d ie sukses verwagting, met sy rasion ele en
affek tiewe komp onen te. stu ur dan via die
vo lhardende aandag inten s af op belewin g
van d ie maksim um p ositiewe affek wa r telkens me t suksesvolle ta akafha ndel inz zep aardg aa n. D ie skool beg inner wat oor d ie
werkhoudi ng en leervermoe beskik wat hom
38
in st aa t stel om d ie o mva ttende leereise van
die skoo l op h ierd ie wyse die hoof te bied, is
vanselfsp rekend positief geor ienteer ten opsig te van sy skoolloo pbaa n as soda nig.
Oat werkho udi ng en skolas tiese leerverrnoe
interafhan klik van me kaar binne d ie raamwerk va n d ie skoolse leerei se is, blvk d uidelik
uit d ie voorgaand e. Daar is ook aangetoon
dat die wer kh ou d ing war in die skoolse leersituasie funksio neer, die sentrale affektie we
moment in d ie leerprestasies va n die kind is.
am hierdi e werkho udi ng te on dersk ei van
an der werkhoudinas, bv. d ie volasaamh eidswerkho udi ng (kyk Vaugha n, 1977: 2_ 34) _sal
dit verd eraa n a s skolastiese werkhouding
bekendstaan.
W anneer die d oeltreffende skolastiese wer kho ud ing ontleed word . word gevind d at hy
ho m soos vo lg by die kind laat ken :
* Die kind op enbaa r
" 0 algernene n uu sk ierig heid s-, belan gstellings - en verwagt ingspredisposisie ten opsigte van d ie ged ifferensieerde appel van d ie skoo lsituasie .
* H y g ee blyke va n 'n saaklike ingesteldheid
wat bete ken dat hv oo r d ie ver mo e beskik
om die eise van ~d ie skoolse lcersi tuasie
akk uraat te evalu ecr al vorens hv sistema ties en doe lgerig daa rop reageer.'
* H y besk ik oo r ' n doeltreffende aandagse n konsentr asievcr moe . D it beteken dat
hy hom kan bepaal by d ie leeraktiewiteite
vir d ie ve reiste du ur en met die nod ige
gekonsentreerdheid . H y kan dus d ie rigting. du ur en inten sit eit van sy aandag
beh zer (G a rbers. Fa ur e & Kok. 1976:39) .
* Hy is in sta ar om op formele vlak te an ti sipeer. met an der woorde d ie doe I waarna
hv in on formele sko olsi tuasie na st reef.
ka n hv du idelik ornlvn. in d ie toek orn s stel
en konkreet na st reef (vgl. d ie Wet van
spesiale de terminasie van Hillgru ber &
G laszner (Garbers. 19 75:4 19) . D it kom
nee r op on berekende. rasi onele ant isip asie,
D ie an tisi pa sie op formele vlak het die
im plikasie da t ' n m oeilikc leersituasie
grater wilsinspanning te r bereikin g van d ie
d oel of opl ossing van die probleem tot
gevolg he t (vgl. d ie rnoeilikhei ds wet van
H illgruber & G laszner (G a rbers, 1975:4 19).
• Volgens A nderso n & M essick (Garbers
et a I., 1976:37) beskik d ie suk sesvoll e
skoolbeginner in on redelike mate oo r ' n
gedifferensieerde self beeld en ' n gek onsoli deerde identiteit. D it beteken dat hv
in ' n mindere of mee rde re mate d aarva n
bewus is dat hy oo r verskillende ko gn itiewe
vaa rdighede beskik. H y verwa g d ar hy sy
skoolw erk oo r die al gerneen sal ge niet e n
h y beskik ook oo r die selfvert ro ue dat hy
die leersituasi e in d ie skoo l sukses vol sa l
kan ha nteer (Atk ins & Ballif. 1973 ;3).
* Die kind gee blyk e van ' n hoe int elle ktuele
prestasiewaardering. Dit beteken dat hy
homself as baie d oeltreffend in inte llektuele
presta sisituasies besk ou , in vergelyking
met a nder prestasiesituasies (Cran dell,
Katkovsky & Presto n, 1962; 646-647).
* H y ervaar per soon like betro kkenheid, wa r
beteken dar hy glo dat hy persoonlik. eerdel' as an der persone, die su ksesse en rnislukkings bepaal wa t hy in pre sta siesitua sies
in die skoo l ervaar (Crandell et al ., 1962;
649). H ierdie benad ering so rg vir 'n groot
mate va n persoon like verantwoord elikheid
ten ops igte va n d ie aanpak en vera l die
voltoo iing va n ta ke in d ie skoo l.
* H y beski k reed s oo r 'n idee o f standaard
van uitnemendheid, aan die hand waarvan
hy d ie k waliteit va n die pre stasies wat h y
lewer, beoo rd eel (H ermans, 1971;24 1-242 ).
So 'n evaluerende presta siestandaard het
vir die kind in alle skoolsituasies waarin
skoolp restasies gelewer moet word, no rrnat iewe betekenis. In sy prestasieged rag
kornpeteer hy dan met hierd ie uitnemende
of idea le pre sta siestandaard. D ie standaa rd
va n uitn emend he id wat deur d ie skoolbeg inner self op g rond van sy opvo edi ng
bep aa l wo rd , gee st ruktuur en ko nsek went he id aan sy pre sta siegedrag en is sterk in sy
be kwaa rnh eidsgevoelens veranker.
Daar is egter ' n aa nta l alg em ene voorwa ardes
vir d ie real iserinz va n skolas tiese werk houding, waa ro nder die volgend e:
• D ie nodige intellekt uele inhoud e en kwali teite wa r d ie onder bo u van d ie sk olastie se
leerverrnoe vorm .
• Taalvaardigheid en k rea tiewe de nke wat
aan d ie eise van d ie skoolse leersitu asie
vol doe n. D ie krea tiewe denke vra ben ewens
'n fun ksionele taa l ' n bepaal de taalstyl
en -inho ud wa r vir p rob leernopl ossin gsged rag beski kbaar moet wees . By skoo lto etre d e word daa r d us va n d ie kin d verwag dat hy oo r 'n taalverwysingsraamwerk
sal beskik waarva n d ie inh ou d on der an·
dere blyke gee van ' n gereed heid lOt 10giese de n ke in d ie konteks va n d ie leereise
van d ie sk ool.
* So siaal-karak tero logiese doeltreffendhei d
\\o'at d ie skoolbeginner o nder an dere in
staat stel o m die nuwe, vreem de gesag sper soon . naamlik d ie leerkrag, so nde r
moei te te aanvaa r, Die aanvaa rdi nz van
d ie gesag va n die leerkr ag me t wat dit
irnpliseer, moet by d ie kind oo k gepaardgaa n met d ie besef dat hy no od wendig met
andel' moet saamwerk en dat hv hie rin
reke ning moet hou me t hulle geaard hede,
vermcens, ens. Hierdie orns ta ndighe d e
br ing d ie beginsel van wedyweri ng sterk
op d ie voo rgron d. D ie skoolbegin ner begin om sy p restasies met d ie van an de r te
vergelyk (G arb ers, 1966;22) on de rwyl hy
oo k met 'n stand aard van uitn eme nd heid
kompeteer. Die wil tot kompetisie is basi es
'n affektiewe mo ment wat deur die voo rskcolse opvoedi ng geekspliseer wo rd en as
sosiaal karak terolo giese d oeltreffendheid in
d ie skoolse leersit uasie fun ksio neer. D it is
'n o nrnisb are voo rwaa rde vir 'n aktiewe
skolas tiese werkhouding by d ie skoolbeginner.
D ie skol asti ese werkhoudi ng en d ie voo rwaa rdes vir d ie realiser ing daa rvan wo rd
hoofsaaklik deur die voo rskoolse o pvo ed ingso mstand ighede tot stan d geb ring. Hierdie
aange leentheid sal nou d ie aa nd ag geniet.
Inho udgewing aan ell rig ran werkhouding deur
die op voeding
\Verkhouding on twikkel in die lewe van d ie
kind op gr o nd va n ' n basie se affektiewe inge steld heid en openh eid teenoor d ie appel van
sy wercld. 'n A ffekt iewe o rien tasie teenoor
d ie kul tuurv orrne wat d ie kind aanspreek is
dus gegewene by d ie ontwikkeli ng van ' n bepaalde soon werkho udi ng. As teenpoo l hie rvan wo rd gevind da t werkho ud ing d eur op voedingstyl en -inhoud as geordende ap pel 'n
bepaalde st ru kt uur aanneeru .
D ie gegewe affektiewe ingesteldheid van d ie
baba word gekenrner k deur d ie oorspronk like
gevoelsorientasies van behaaglikheid en onbehaaglikheid . D ie on behaag likheid is d ie gevolg van honger, pyn , hitte. koue, ens. en d it
korn tot uit drukkin g as ' n traanslose geh uil.
liggaarn sbewegin gs. ens.. terwyl behaaglikhe id. bvvoorbeeld na dat d ie baba zevoed is.
afgelei kan word uit sy glimlag in die wakende
en sla pend e toe sta nd (Stone & Church. 1968;
12). D eur goe ie versorging word d ie bab a se
behoeftes bevred ig en beleef hy d ie wereld as
goed , sta biel en aangenaam en d it skep 'n
!!.evoel van basiese ....ertroue bv hom (Sto ne &
Church. 1968 ;107), Laasgenoemd e vorm d ie
g ronds lag vir 'n algemene en ope positiewe
gevoelsorientasie ten opsigte va n die vrye
39
app rl wa t tot d ie baba gerig word. Di e werk houding groei vera l van ui t die progressiewe
d iffer ensia sie van behaaghkheid ,
Al g i u korn daar in d re opvoeding on oarskakeling ran rrye 11a geordende app el waa rd eur ' n rig . beperking en ord ening van d ie
appal van d ie kind se were ld int ree. Laas geno ernde kom aanvank lik in d ie pra kt yk nee r
op d ie fisiese versorging van en gewoon tevorming by die kind, D it behels d ie er nssitua sies wa r die grens tusse n d ie vrye en geordend e
appzl van die kind se we reld stel. Vanaf d ie
di e kind se zeboorte word hierdie zrens in ' n
min d ere o f meerdere m a te konseh~en t g est el.
D ie voed ing. bad en ve rklee va n die baoa op
gereelde tye, sowel as d ie alleenlaat am te
slaa p. kom neer op .n skerp ord enin g va n d ie
app cl van sy wcreld. Die gewo on revorrning
en fisiese versorzin z is 'n vastheid in d ie
kind erlewe war g :.:Jorg:nheid waa rborg en
in sta nd hou (La ngeveld , 1966:46) . D ie kon sta nte na bvheid va n d ie mocder en die z erccl de aan da s wat d ie baba van haar ontvan z.
bring mee~dat hy '0 sterk p ositiewe a'fektic\ve
verh ouding met haar opbou , H ierd ie noue
moede r-baoa-bet rokkenheid vorrn vir Lewis
& G old oerg ( 1969:82 ) die grond slag vir d ie
ontwikkelinz bv d ie kind va n ' n m ot ief wa t
die ba sis vir aile toekomstige leer is, D ie
ho of'kenrnerk va n hierdie rnotief is d ie baba
se g eloof dar sy hand elin ge invloed op sy o mg.:ow ing ui toefen . Op grand van d ie wyse
waar op die rnocder aandag aa n d ie ba ba se
handc ling e skenk (in p osi tiewe o f neg atiewe
sin ) ontd ek hv in 'n toen emen dz m3.te dat sv
optrede t ot bepaa lde resu lta te lei. By hom
ontstaan en on twikke l d aar du s on v ~ rw a g ­
ting 5disp 3sisie. Ru benste in (Lewis & G vldberg. 1969 :96) het in h ierd ie verba nd va5gestel dat d ie wisselwe rking tusseo m oed~r en
baba o nd er andere 'n in vloed ka n uitoefen
o p die beg:erte om nuwe di ng: te on d~ rso ek,
terwyl Wat son (Lewis & G 0ld berg. 1959 :96)
ge vind het d at hierd ie wisselwer king d ie ver m oe van d ie ba:'a o m aa!1dag te ske nk laa t
toeneem he t, selfj W.:laf be leni ng of e rkenn ing
uitg~ bl y her. Oit is d:l id:li k da t d ie m Jed er ' n
o nm isbare rol speel by die sensi rief-maak va n
di e kind vir die app~1 va n s i tu a~i es .
D ie d oe lmatige ord eni ng va n die app~ 1 uit
d ie fewen ssitua5ie in terme van werkhouding
is een va n die h oo ftake van d ie op voeding,
Die geordende inho ud gew ing aan d ie o pvo ed ingsituasie va n die kind is ' n fun ksie va n die
ouer se antisipasies op sy toek arns. D ie o uer
weet dat d aar bepaalde kr itiese mvlpale vi r
d ie k ind o p sy weg na vol wassenheid wag, D ie
eerste mylpaa l of reele uitdaging \Va t die kin d
40
teaemoet moe t zaan is sv toetrede tot d ie
skool en d it kan zest el word d at d ie yo orsko o lse opv oed ingspraktyk in d ie Westersrea nolo e iese ku it uu rsirua sie zekenmerk word
de"'ul ' n "'ordeni ng en inh ou dgewi ng wat op d ie
eise van d ie skoal afgestern is, Aa n d ie ha nd
van hie rdie verwvsinzsra amwerk waarrnee
die o uer opvo ed. orienteer oak d ie kind hom
toenemend tot die skool.
D aa r wo rd vervolzens aa ndaz ce see aan
enke le a spekte van die ordening ;QJ7 ell illhoudeewing aall die opvoeding t en ops igte I'all
die ek splisering ran "n sko lastiese werk houdlng
bv d ie voor skoolse k ind .
. Geleent heid l or ontdek k ings bestaan vir d ie
kin d in ' n geb orge milieu wat vir hom gzskep
word , dit wil se 'n mi lieu wat on de r an dere
besraan uit bekende mense, d inge en herhalende g ebeu rt enisse: ' n werel d d us waarin hy kan
antisip eer (Schmid t. 1973: 11 4). Va nuit hierdie
mili eu wo rd hy d eur sy nuuskierigheid g elei
om nuwe d ing - met vert roue te ondcrsoek.
Ten z ro nd sla a van hierd ie verkennin as is d ie
p ositiewe affek via d ie on tverwag ting
dekking s. Die moeder se rol in hierd ie verban d is reed ; aanaetoon . Narnate d ie k ind
oue r word, word die du ur en kwal iteit van
die aan da g war hy aan sy eksplorasie-ak tiwite ite (onder andere spel- en arbeid saktiwiteite ) skenk. a l hoe mee r 'n funksie va n d ie
kwaliteit va n aandaz wa t hv van veral 51,.'
moeder enn'ang.
-"
.
Die verband ~'ar daar tussen die gesagsuit oefen ing en die koenit iewe stimulasie bestaan .
speel 'n belan grike rol by die o ntwik kel ing
va n werk hc>Udi n!!. D ie aa rd en stvl van die
gesag m itoefeni ng hang.: saam met die opvoedingsd3ebr ellings wa arop afgest uur word
(\'a:1 Zyl. 197j :2j9). Volgen s He s; & Shipman
11969:94) is d nr on d er andere die ko gni t iefra sio nele styI van e:e 5a g:5uitoe feni ng waarvo l ~
gen s on beroep geciJen wo rd op l ie gevol ge
van o p eenvo lgende geJeurtenisse, o p la ngter mvnn: .;ultat e o f -waard e. of o p 'n begins d
wa t d ie ru sion aa l a grer 'n reel of opdra g ver kla ar. L 1 1 )g~,1 0e md~ skryw~rs g~e d lil On
....ooroeeld naaml ik waar On mo eder vir haar
kind so: "You sho u ld keep q uiet in sch oo l
beca use the tea,:her can 't teac h wh en k ids
tal k , and th en vou won 't learn vo ur lesson s'"
Hierd ie be!lacle rin2 bied meer in formasie,
dit vra om meer k ognitie we a ktiw iteit. implementee r "n u it !!e breid~ raa Ikod.:, verg en
oefe n d ie aa ndl; en ver skaf aao die kind 'n
geleenth,id wa t - Hess & Shipman ( 1969 :94)
noem "a mea ns of applying a logic o f longran ge conseguences a s a ba sis of behaviour."'
So 'n be nadering oriente er die kind ten o p-
van
siste van d ie toe ko ms en die simb oliese man ip ula sie va n sy were'd .
Die ko zn itie f-rasionele benad erin z. wa t in
d ie inten sionele opvoedi ng aan die ord e korn,
se fun ksie Ie o nder an d ere da a rin dat dit d ie
kozn itiewe on tw ikkel in z en verfvn in z sterk
kan rig en oak d ie inhoud kan voo rsien vir
d ie d aa rstelling en uit breiding va n ' n d oeltreffende induktief-de duktiewe denkorie.itasie bv
d ie ver kenn ing va n d ie werklikheid. D ie kogn itiewe intensiona lite it ma ak va n hierd ie denko rien tas ie gebruik wa nneer op grond va n ' n
d oe I wa r nazestreef word , werkh oudi nz tot
sta n d gebr ing wo rd . Namate die kind m ee r
bed rewe in hierdi e den korienta sie wo rd . en
sv de nk- en pro bleem opl ossingspresta sies dus
toeneme nd daa rvo or so rgo dar hv hom self a s
pr estee rder sien, soek hy uitda gings en du s al
h oe moeiliker prob leernsitu asies ten ei nde di e
kraz va n 5V ko zni tiewe d oe ltreffend he id re
blv t oets. ·
.Uim odiging f OI k reatiwiteit 'lind p la as in "n
stirnu ierende milieu wat vir die kind geskep
word . Dit gaa n hie r o nder andere om die
besk ik baa rstellinz deur die o uer en di e a a ngryp deur die ki'l1d van d ie soo n a kt iwiteit
wa t o ok la ter in d ie skoo l beo efen wo rd of die
voo rbe reid ing d aarr oe vorrn. Die kind teke n
graag me t kryt of p ot lood . hy k leur in. hou
hom dikwels vir lan g rye met p rente en prenteboek e besis . hv bo u lezka ar te. ens. Oo k luister hv na - lan2cr taa imeded~li n2s o f oefen
self met ta a lfor mu lering s. Op hlerd ie wys es
is hy ske ppcn d besig en deur ' n to ena rne in sy
bedrewenheid en 'n vermeer dcrinz va n sv
ken n is. kry hy a l h oe rnccr ' n be-grip va n en
kontrole oc r d ie werklikheid. Narnate 51\'
werk likheid sbcgrip e n -kennis u it brei . word
d it d eur sv o ue rs bevestiz en wo rd ook sv
a kt iwit eite a s o nt d ekker eksplis iet deur d ie
ou ers waard~ e r en d :Js vusterk . ~l ~ r skoo lt oetred e word ' n kr eatiewe benad er in 2 va n
die kin d verWa 2. wa t hv da n ond .:r an dere
met behulp van ta a l in' sta a r is a m aan te
vol d oen .
S elf slGndige en reranlll'oordelike optrede
wat b y sy onrwikkel ingl peil pas, word oorma a lwcf! d eur d ie oue r van d ie kin d ver wa!!.
M cCl elia nd . A tk in so n. C lar k & Low ell
( 1970: 2();)) stel d ie hip otese dat prestasiem ot ive ring * ' n funksie is. va n die klem \vat o p
onafh ank likheids ontwikkeling gep laas wo rd .
H ulle skrvf in hierdie verband: "The m ore
they (th e paren ts) insis t on early mastery. the
*Werkhouding op ere~r in die Wester s-tegn ologiese
kuhuurop ser ko n kreer as pre'i[Zlsiemor h"ering binne
d ie konre k; V:In presra, ie-eisen de SiW;l-iics. Kyk
VaughJn. 1977: 10-11.
m ore the chi ld think s in ac hievem ent ter ms,
the gre ater the affec t from meet ing o r fa iling
t o meet a chievement sta nd a rds. a nd so o n:'
W in te rbo tto m ( Heckhausen. 1967: 151) he t
va sgestel da t die rno ede rs va n se uns met hoe
presta siemot ive ring, in vergelyki ng me t mo edcrs va n seuns met lae prc stasie rnoti vering.
meer op onafha nkl ikheid aanged ring het ge durende die eer ste agt jaar van hul kind ers se
lewen s. H ulle be loan selfsta nd ize suk sesvo lle
u itvoering va n ta ke met ' n groter m a te va n
e rk ennin g en toegenee ntheid (vte nder a ffect ion" ) en h ull e d ring oa k in 'n g rater ma te
aan op ' n on d erwe rping aan ree .s op ' n
vroee r ou d erd om . H ierd ie ree ls is ez te r mi nde r a s wa t ge vind is by seuns wat oor lae
prestasiemoti vering beskik. De ur va n d ie
k ind toen eme nde selfsta ndi ge en ver a nt wo ordelike optred e te verwa g by die vo lvoerin g
va n rake . wo rd h v celeer a m tr ust ra sies d ie
h oof te bied en is· s~' suksesse vir hom meer
bete ken isvol vanwee sy p ersoon lik e betro kkenhe id daa r bv.
Die selfbeeld va n d ie ki nd gr ce i ui t sy ervarin a s mer h orn self', m er d ie fisiese were ld
en mer d ie in ter persoonli ke we- re id (G ord on,
1962 :83 ). D ie se lf beeld is no rma tief in d ie
lewe va n d ie ki nd e n d it zee riz tina a an sv
ha nd elinge . G ordon ( 1 9 6 2 :~..1) sk ryf in hierdi e
ve rband : "The c hild 's sense of himself. his
' 1'. th e pictu re he ho lds of who he is. a ffect s
the wa y he o rganizes an d ass igns me a ning s
to a ll his fut ure expe riences. H is percep tions
will be oriented to wa rd cnha nc inz a nd main ta in ing the self he h as already deve loped :'
D ie posi tiewe selfbceld ornvat onder an de re
daardie sekerhcidsgevoe! by die kind dat hy
oar verrn ce ns bes kik wat hom in sraat sa l
stcl o m 'lubes te behaal - suk ses wat hv voorafweet deur die ouer onvoorwaardelik crken.
a a nva a r en rocgeju ig sa l word. \Va nneer d ie
kind moet antw oord op d ie app~l va n 'n
situ as ie. is dit aa nvun klik du 'l hoo fsaaklik die
po sitiewe selfbee ld (wat ba:;ics. in di e a lTckt iewe sfeer va l) \Val sterk in vloed o p di e ko g:n iti ewe inten sionalite ir ui roefe n e n as sod a nig
' n p rime re byd ra e lewer tQl di e kind se ak:
t iewe ek spl ora...ies .
In d ie op voe ding word daar egre r tcn opsigte van taakvolvo er ine: en self bee!d 'n klem ver skuiwin'! in d ie \'oo;uitsig 2.cstet. \Vaa r d ie
a ntw oord ~p d ie aiJP ~ 1 van -on taa ksitua sie
aanvan klik inhoud kry en gerig: word op raak
vo lvoering te r wille ran die so siale goed ke urin 2" da a raan verbo nde (selfbeel d ui lbouin 2"
IS du s -' 0 funksi e van taakvo lvoe ring) wo rd
ve rwag dat an rwo ord gewin g late r afgestem sa l
wetS op d ie uitnem en de prestasie ter wille
~1
va n d ie pre sta sie self. Wanneer dit gebeur,
word ' n uitnemende prestasiestandaard as
norm deur die opvoed ing by d ie kind gelntern aliseer . Hierd ie klernverskuiwinz vind
vanself p laa s sodra d ie p ositiewe selfb eeld
optimaal stewig gevestig is. \Vanneer so 'n
in stelling teen oor a rbeids prestas ie as sulk s
dan op d ie voo rgrond tree, gaan die versterking van d ie selfb eeld deur die suksesse wat
behaal word, voort, maar dit wo rd da n 'n
byp rc du k wat van so 'n aa rd is dat di t die
gereedheidsdisp osisie ten ops igte van die
aa npa k van ta ke voo rtd urend outo maties
versterk . Dit ko m du s da ar op nee r da t hoe
meer suksesvo l ' n kind is, hoe sterk er word sy
selfbe eld en dit verhoo z sv sens itiwiteit vir
die apprl van taaksit uasies "toenemend. Hiervol gens beh oort h y dan steeds " o p see k" te
wees na ta aksituasies wat al hoe hoe r eise ten
op sigte va n d ie vo lvcering daarvan stel.
Enke/e navo rsingsbevindings
Ten cinde d ie aard van d ie skolast iese werk houding by skoolbegin na te gaan, en oak sy
fu nksi onele betckenis in die sko lastiese vo rdering van skoolbeginners, sowel as die rol
wat d ie voo rskoo lse opvoedingso rnstand ighede in d ie ontwik keling van werkhouding
speel. is 'n empiriese o ndersoek in 1975 ui tgevoer. Sewe-en -dertig blanke skoo lbegi nners,
wat ewekan sig uit vier p r irner e sko le van ' n
groot plattelandse d orp in Transvaa l getrek
is, het as proefpersone ged ien . Hierdie lee rlinge is gedurende die verloo p van d ie eerste
tien skool dae van d ie jaar individ ueel deur
middel va n ' 0 batterv toetse wat 'n aan ta l
fasette van skol astiese wer khoud ing ver teenwoordig. getoet s. Die leerlinge se skoolprestasies (Taa l en Rekenkunde) is na 'n halfj aar
van skoolbywo ning getoets. Die bedoeling
was o m vas te stel in hoe 'n mate d ie werkhouding waaroo r leer linge tyden s skoo ltoetrede beskik ' n invloed op h ul la tere skool prestasies uitoe fen ,
'n Korrelasiestud ie is u irgevoe r en positiewe korrelasies (bed uidend op die 5 %-peil
en laer . en dit geld oo k vir korrelasies wat
verd eraan besp reek word) is tu ssen d ie volzende vaszestel:
i Verk k waTiteit (die alzemene intellektuele
d oeltreffendheid by die uitvoer van bepaa lde ta ke) en re kenkundeprestasie:
S k oo/g enot * (die ma te waartoe die kind ver wa g om genot te put uit sy pre sta sies in die
skoo l) en reken kundeprestasie:
S e/( rert roue* (die ma te waa rtoe d ie kind
ito mself as presteerder in d ie skool sien) en
rekenkundepresta sie :
Doelg erigt heid" (die ma te waartoe d ie kind
in staat is om vir hom dcel stellinzs. waarvolgens hy sy gedrag en optrede- kan rig,
te stel) en reken kundeprestasie:
Instrumentele aktiwiteit" (die mate waa rtoe
die kind blvke gee van sv berei dhei d om
aktief bet rc kkere wees by d ie bere iking
van sy doelstellings en die berneestering van
leersituasies) en rekenkunde- sowel as
taalpresta sies:
Selfevaluering" (d ie verrn oe van die kind om
sy eie prestasies na waarde te skat) en
rekenkun de- sowel as taalprestasies:
Denkk waliteit (die intellektuele sty I en vermoe waaroo r die kind beskik) en rekenkundeprestasie,
Benewens hierdie st ud ie is korrelasies ook
bereken tussen d ie werkho udingsfas ette en '0
aantal voorskool se op voe dingstylfa sette . Die
laasgenoernde gegewens is verkry deur middel
van gestruktureerde onderhoude wat met
ouerpare gevoer is. Positiewe kor re lasies is
vasgestel tu ssen:
Instrum entele ak t iwiteit en d ie volgende: die
aanmoed iging van eksplora sie, die ontwikkelin z van kreatiwiteit. taal en verbeeldi nc,
en d ie voo rbereid ing op die skool:
S elfevaluering en d ie bied van eksp lorasiegeleenthede en die on twikkeling van taal
en verbeeldi ng:
Taak bereidheid (d ie ma te waartoe die kind
in staa t is a m aan da z te skenk aa n dit
waarmee hy besig is 'ierwyl ander d inge
ra ndom hom aan die gang is) en d ie on twikkeling van kreatiwi teit:
Werkingest eldheid (d ie ver mce om met 'n
taak vol te hou totdat di t voltooi is) en d ie
voorbereid ing op d ie skool.
Verder is bevind dat d ie onderwyspeil van die
ouers bedu idend positief korreleer met 'n
aantal werkho ud ing sfa sette, en wei 50 0 5 vo lg:
D ie onderwys peil van d ie vade r hang saam
met d ie werkstvl (d ie mate waartoe die kind
take ak tief aa npa k en deurv oer), selfvertroue,
doelgerigtheid, instrumentele ak tiwitei t, selfevaluering, denkk waliteit en werkingesteldheid
terwyl d ie o nderwyspeil van d ie moeder
saa mhang met d ie selfevaluering en denk kwa liteit,
In verband met die navorsingsbevind ings
is dit van bela ng om op d ie vol gende te let:
D ie \verkh oudingsfaset insrrumelltele ak tih'ireir karreleer beduidend met daardie
opvoe dingstylfasette wat j uis ba ie d irek op
die eise van d ie skool afgestem is (di e aan*Atkins & Ballif (1973) se prestasi emotiveringsfasette.
rnoediging va n eksp lora sie, d ie o ntwik keling
van krea tiwiteit, taa l en verb eeldin z en die
algemene voo rbereid ing op d ie sko ol).
D ie bedui dende samehang va n d ie onderwysp eil van die vader met verskeie werkho u dingsfasette figureer baie pr ominent. ' n
Moontlike rede hiervoo r is d at die ond erwvspei l van die vad er aa nduidend kan wees van
d ie verrnce waa roor hv beskik om die inhoud ,
styl en kwa liteit van d ie voo rskoo lse op voedine: sterk te beInvloed en sodoende die werkhoudine: van sv kind te bevo rder. Hoe wel in
'0
m i n~dere mate" geld hierd ie a rgum ent
moontlik ook wa t die moeder se o nderwy speil
betr ef. D it is egt er teen d ie verwa gting in da t
da ar meer konsekwe nte bed uide nde sa mehanze bestaan tu ssen d ie fasett e va n werkhouding en d ie onderwyspeil van d ie vader a s
van die moeder .
D ie bed uiden de k orrelasies tus sen bepaaJd e
werk houd ingsfasette en skoolp res tasi es (vera l
reken kundepre stasies) suggereer sterk dat d ie
wcrk hcu d in z wa aroor skco lbczi nners beskik
" 0 aa ndu idin.!! ka n se e van h ul sko lastiese
vord ering en pr est asie s later.
Indien d ie inho ud van d ie korrelasiestu d ies
in h ul geh eel oorweeg wo rd . is d ie gevolgtre k ki nz se rez verdiz d at hier "n st ruk t uur is
wa t basles in ooree nstemmin!! is me t d ie teoretiese beredenering in d ie vorige paragrawe.
D ie voo rs koo lse op voedi ng is afge stern op die
skol as tiese werkho udi ng wat o p sy beurt
sk olastie se vorderi ng en prestasies to t gevolg
het.
Slot
' n Poging is aangewe nd om aan te to on dat
d ie werk ho ud ing va n ' n sk oo l-beginner ' n
ba ie kritiese voorwaarde vir skools uks es bv
skoo lbezin is. Verder ook da t 'n d oeltretfende
skolas tiese werkho ud inz de ur die voo rskoo lse
opvoedingsomsta nd ighede tot stan d gebr ing
wo rd en dat hierdi e werkhoudin g tot uiting
ko rn in d ie co r zawe waarrnee d ie skoolbeginner ' n skol astiese ta ak aa npak en voltooi.
O it sp reek van self d at ' n sko las tiese wer khou d ing a ileen ten vo lle ka n rea liseer indien
dit in \\'issehverki n g kan tr ee met 'n on derwvss tv l en -inho ud \v a t deeg lik reken ing ho u
mOet e"l ke leecling se beso nd; re werkho udin lZ,
skola stiese leer~ermo~ en leer behoe ftes. fo
hie rd ie verband het d ie resulta te van die
emp iriese on de rso ek o nder an d ere geto on
da t d ie werkho ud inast ruk tuur van skoolbeginners ged urend e di e eerste halfjaa r va n
skool bvwo ning heelwa t verand eringe. ten
goede of ten kwad e, on d ergaan het. b it ko n
hoofsaaklik aan d ie invlo ed va n d ie skoo l
toege skr yf wo rd. D ie skool he, du s 'n bela ngrike rol om te vervul by die vo rrngewing
aan en die instand houd inz en uit bou inz van
d ie sko lastiese werkhoudi ng van sy leerlinge.
Die skoo l mo et veral ook op die uitkyk wees
virdaard ie leer linge wat oor so ' n d oeltreffende (bo-gernidd elde) skol asticse werkh oudi nz
en leervermoe beskik dat spesia le voorsiening
vir hulle gemaak beho or t te word in ter me
va n 'n gestruktureerde ap pel wa t in hulle
be sondere behoeftes sal voo rs ien. Daar is
eater oo k dieaene met 'n relat ief swak skolastiese werkhou d ing, In h ulle beso nde re beh oeftes mee t ook voo rsien wo rd . Die skool
het egte r ook sy beperki nge ten o psigte va n
d ie hu lp wat hy a an skoo lbeginners met werkho udi ngs en ander gereed heid spr ob leme ka n
verleen. Vanw ee sv aa rd en d oelstellinz s is
die kleuterskoo l wa arskvnl ik to t 'n g;ot er
mate as die skool in staa t om sko las tiese
werkho uding en leerverrn oe stelselmatig en
d oeltretfe nd bv d ie kind te bevorder - aan vullend to t wa t d ie h uislike o pvo edi ng bied .
BIB LIOGRAFIE
AD KI NS. D. C. & BALLIF. B. L. 1973: Anima l
Crackers: A Test of moti vat ion to achieve . Examiner 's Manua l. D~ I Monte Research Park, .\10 nrerey. Californ ia : CTB . .\fc Graw -Hill.
AD KI ~ S . D. C. &. BAlLi F. B. l. 1970 : Mo tivation
to achieve in schoo l. Final Report . University o f
Ha wa ii: Educa tio n Research and De velopment
Center.
C RA N DEL L. V. J .. KATKO VSKY \\'. & PRE STO :"i. A. 1962: M ot ivational and a bili rv determ inants of you ng childrens intellectua l achievem ent
behaviors. Child devetopntenc. 33, 1962:6-0 - 56 1.
C RO .\1BAG. H . F. \1. 1968: Studie monvat ie en
studieattuude. G ro ninge n: Woiters-N oo r dho ff.
D E CORTE. E.. GEE R LIGS . C. T.. LAGERWEIJ ,
N. A . W.. PETERS. J . J. & \ 'A ND E;-;BER GHE,
R. 1972: Beknopre did axol og ie. Gro ningcn: Wol ·
rers-No ordh off .
D UM O~T. J . J . & K OK . J. F. \V. 1973: Curriculum
Schoolnj p't eid Deel l : T weede Druk. "Svl-lcrtogenbosch : Mal mberg.
GA R BERS . J . G . 1956: Pvigiesc st ru ktuur en psigiese
onrwi kkelin gstand by die beoord eli ng \ ;10 skoolrypheid. Pre to ria : U niversiteit van Su id-A frika
( ,\ l .Sc.-verhandel ingJ.
G A RBER S. J. G . 1959: D ie di:rgno,>t isering \ an skoo lgereeJhe il.! (/11 G;J.rbers, J. G .• red.: Aspek le van die
a p\'oedin g: van di e vier- tal agtja rige kind . Port
Eliza beth: Uni\ 'ersiteit \'an Pori E l i z a b ~ [ h , p. 6076).
GA R BERS. J . G . 1975: Die sireeflewe van die mens
(/n l"e l. B. F.• Sonnekus. \ 1. C. H . &: Garber; . J. G .:
G ro ndslae va n die psigolog ic. Derde d ruk . Sidlenbo')Ch : Univ.:rsi teitsuitge\\crs en Bo :.: kha ndelaars.
p. 331--+561.
G AR BERS. J. G .. FAURE. J. S. & KOK. J. C. 1976 :
D ie a ntwerp \';J.n o p\"oedi ng.',;programme vir kleuter s. S lelle nbo ~h : Uni \"ersjteitsu itgewers en Bee khand;;,laars.
GO RDc>:-.l, I. J. 1 9 S~ : H uman deve lop ment :
43
From birth through adolescence. New York: Harper & Row.
HA Ei'\ E. '. A. W . 1970: Van kleurer tot schoolki nd.
Gron ingen: Wolrers-Xoordhoff.
H EC K HAUSE:" . H. 1967: T he anatomy of achi evemenr motivation. New York: Academic Press.
HE R~ t AN S . H. J . ~ t 1971: N aar een oprimale motivati c tot stud eren . Pedagogische Studien, -1-8(5 1.
1971 : ~3 7- 2 . I-k
HE SS. R. D. & SHIP MAN. V. C. 1969: Mater nal
influences upon early learning: the cognitive environments of urban pre-school children (Ill Hess.
R.. D.. & Bear. R . ~ t.. eds. : Ea rly education Seco nd
printing. Chicago: Aldine. p. 91-103).
K U'{ PERS . K.. medewerker 1972: Elseviers filoso fische en psychologische encyclopedic: Sesde dr uk.
Amsterdam : Elsevier (Elsevierpocket U 32l.
LA NG EVEL D. 1\1. J. 1966: O nrwik kelingspsycholo gie : Sewende druk. G roninge n: Wol ters.
LEWI S. ~ 1. & GO LDBE RG . S. 1969 : Perce ptualcognitive development in infa ncy : A generalized
expectancy model as a function of the mother-infant
interaction. M errill-Palmer Quarterly , 15, 1969 :
81-100.
D . c., ATKI :-lSO :-:. J. W.. CLA RK
R . A. & LOWE LL. E. L. 1970 : Origens of achievemenr mot ivation (lfl Kuhlen. R. G . & Thompson.
G . G .. eds.: Psychological st udies of hu man development : T hird Edition. New York: AppletonCentury-Crofts. p. 1 99 - ~06 ).
:KEL. B. F. 1975: A lgemeen o rient erende in leiding tot
die psigolo gie van die mens in sy verhouding tor die
wereld (/1/ Nel. B. F.. Sonnekus. .\-1. C. H. & G arhers. J . G. : G ron dslae van die psigclo gie ; De rde
d ruk. Srellenbosch : Universir eirsuiteewers en Boekhandelaars. p.3- 17S).
SC H1\t IDT. W. H. O. 1973: Ch ild development : T he
h uman. cultura l and educationa l co ntext. New
York : Harper & Row..
STO :-:E. l. J. & C H UR CH . J . 1968: Chi ldhood and
Adolescence; Seco nd printing. Ne w York: Ran dom
House.
VAN ZYL. P. 1975: Opvoedkunde, deet z. Joha nnesburg: De Jong .
VAUG HAN. T . van B. 1977: D ie wisselwerki ne tussen werk houding en ond erri g by die Noord-So thosprekende skoolbegirmer. Johannesburg: Ra ndse
A frikaanse Universitei r ( D. Ed . ~ proefsk rif ,.
~ IcC L E L L A :-: D .
1978
EARLY CHILDH O OD ED U CAT IO N
L ECTU R E SERIES
conducted by
MISS D . E. T R E DO UX
Th is series of lectures had been arran ged for
the tra ined pre-primary school tea cher. Our
ma in o bjective in arran ging th is series of
open sessions was to bring the teacher in the
field to the wide ran ge of literature o n th e
subjec t of early childh ood ed ucatio n.
A report of this lecture series. with the
litera ture and films referred to th rouzho ut the
p rogramme is included in this publicat io n at
the req uest of the teache rs who att ended the
cou rse. This will ena ble teachers to com pl ement their read ing p rogramme on the areas
co vered.
12 APRIL 1978
Pr ornot inz cogn itive zr o wth.
A d evelopm enta l interaction point of viewas pro mulga ted at the Ban k St reet College
of Ed ucat ion, New York.
REFERENCES :
A USTI N, G ilber t R .: Earl v childhood education: an inte rnational ·perspeetire . New
York. Acad emic Press, 1976.
BIBER, Bar ba ra : Youllg deprived children
and their educational needs . Washington ,
Associat ion fo r Childh ood Ed. Intern ational, 1967.
FROST. Joe L. (ed.) : Revisiting early education: readings. Ne w York, Ho lt. 1973.
(Every ho me a learn ing centre, p. 76. T he
promise of Head Start, p . 398-420.)
FROST. Joe L. a nd Joan B. Kissinger: The
.roung child and the educat ive process. New
Yor k. H olt, 1976. (Proj ect follow through.
p . 80. Exp erimental programs in early
child hood ed. ; . 86-95. The early training
project, p. 86. A hom e learning centre
approach to ea rly stimula tio n, p . 88. Pr oj ect Head Start. p. 76. John De wey and
Maria M o ntessori. p . 29. Bridg ing the
seven ties. A decade of de velopment and reap praisal. p . 75. Earl y resear ch. p . 76. Th e
work of Benjamin Bloo m, p. 78. Cont.
programs. p. 8 1. Historical basis for earl y
childh ood ed . p. 11-1 14. )
FROST. Joe L. (ed.) : Revisiting early childhood education. Holt. Reinhart & Win ston.
(A hom e lea rning centre ap proach to earl y
stimulation . Ira J. Gordon . Un iver sitv of
Flor ida p. 98. Every home a learn ing
centre p. 76).
HODGDEX, L.: et. al. S chool before six - a
diagnostic app roach: .2 vols. St. Louis,
Cemrel, 1974.
LEEPER, S. H. : Good schools for youllg
children: a guide f or working Kith threefour- and five-year-old children. 3rd ed.
New York. Macmillan, 197-\.
M ORRISOX. Geo rge S.: Early childhood
education todav, Colum bus. Merrill. 1976.
PARKER. Ron ald K. (ed.): The pre-school
in action; exploring early childhood prog rams; 2nd ed. Boston , Allvn, 19i7.
(p . -\23. )
-
WEBER. Evelvn: Earll- childhood edu cation:
per spectives Oil change. Worthington, Jones.
1970.
19 APRIL 1978
A diagno stic approach - as promoted in the
Cor nell resea rch programme in early
childhoo d educ atio n sponso red by the
U.S. Office of Educati on and rep orted on
by Hodgden, Koettler. Laforse. McC ord
and Schr amm .
REFERENCES:
AN D ERSON. S. B.: et al. Circus Manual and
technical report : teachers' ed. Princeton ,
Ed. Testing Services. 197-\.
GARBERS. ' J. G. : et al. Die
OIl1\1WP
rail
opvoedingsprogrannne vir kleuters: riglyne
vir skoolgereedmakende, probleemvoorkomende, individualiserende voorskoolse onderli'n. Stellenbosch Universi teitsui tzewe rs ,
1976.
-
G ROVE. ~t. C .: Persep tuele ontwikkeling:
'11 handteiding , Kaap stad , HA U~L 1975.
HODGDEN. L. Koett er J.. Laforse B.. Cord
S. M.. Schra mm D.. S cho ol Bef ore Six -
A diagnostic ap proach. Vol s. I & II. A
repo rt on the Cornell Research Prog ram in
Ea rly Childhood Education - spons ored
by the U.S. Office of Education. Pub.
C. E.M. R.E.L. Institu te. 31 20 59th Street.
St. Louis.
\' A~- \\"I~-SI~. Betty : Perceptual training
activities handbook . Columbia Univ.• Teachers' College press. 1973.
26 APRIL 1978
An individualized ap proach to de velopmental instructi on in early chi ldh ood
education .
A workshop discussion on the devel op-
ment and applicatio n of the Develop mental
Task Instruction System,
REFERENCES:
DAY , M. C. (ed.) : T he pre-school ill acrioll:
exploring early childhood programs: 2nd
ed. Boston Allyn. 1977. (Chapter 1-\:
Piazet for earlv childhoo d educat ion :
p. j6~20. )
LILLIE. David 1..: Earl r childhood education.
An individualized approach to developmental instruction S.R.A . Science Research
Associat es 1975.
MARG::lLI:" , Edythe: Youllg children: their
curriculum and learning professes. New
Yor k. Macmilla n. 1976.
MORRISO:-'-, Geor ge S.: Earl r ch ildhoo d
education todav, Col umbus. ~Ierri ll , 1976.
TO UGH . Joan: 'Focus on meaning: talking to
some purpose with young children. London,
Allen 1973.
3 MAY 1978
The whole child approach - coming back
to home base with the work of Joanne
Hendrick a nd Kat herine Read Ba ker as
point of depa rtu re.
The shift to family and ecological interactio n.
RE FERH,CES:
BAKER. Katherine Read: T he nll'serr school:
human relationships and learning: 6th ed.
Philadelphia. Sa und ers. 1976.
BUTL ER, Annie Louise et al.: Earl r childhood programs: developmental obj ectives
and their use. Columbus. Merrill. 1975.
FROST. Joe 1..: The ..oun~ ch ild and the
educat ive process. l",;e\\· Y ork. Ho lt. 1976.
(Bridcine the seventie s: a decade of reapprai3a\ from earlier research to the shift
to Familv and Ecological Intervention :
p. 75. Chart to illustrate the evolut ion of
p sych ol og ical thought and its links to
educationa l practice. Fig. 5-1. p. 103
Chapter 5. p. 5).
H El'D RICK . Joa nne : T he who le child; 11<''' trends in earl v education. Saint Loui s.
Mosby. 1975. .
H Y~I ES . James Lee: Teac [,jll~ Ihe ch ild under
six. Columbus. Mer rill, 1968.
LE SHA:". Eda J.: The conspiracy against
childhood. New York . Atheneum . 1967.
(The book everv teacher of vounz children
should read ). "
-15
24 MAY 1978
Communicatio n and language - the im-
portance of the early years.
Fostering the de velo pment of langua ge
skills in the pre-primary school.
A spectrum of langua ge programmes will
be referred to .
26 JU LY 1978
Tea ching learning in the pre-sch o ol, with
reference to :
- T he dialo gue approach (Blank).
- Play language and experience (a study in
language enrichment for disadvantaged
childr en in a nursery schoo l) (Tait and
Ro berts).
- Focus on meaning (Dr. Joan Tough ).
REF ER ENCES :
BERNSTEIN. Ba sil: Class. codes and control;
2nd rev. ed. Lond o n. Routledge. 1974.
BLANK, Marion: Teaching learning in the
pre-school: a dialogue app roach. Co lumbus,
Merrill. 1973.
BRITTON. James: Language and learning,
Harrnond sworth. Penguin. 1972. repr o1974.
CHO MSKY. N oarn : Language and mind.
New Yor k. Harc ourt. 1968.
DA VIES. Alan (ed .): Language and learning
in earl r childhoo d. Lo ndon. Heinemann,
1977. .
HE NDRICK , Joanne : Th e whole child: new
trends in earlv education. Sa int Lou is,
M osby, 1975. i Fostering the de velopment
of language skills. Chapter 15; p. 197-.)
LAWTO N, Denis: Social class language and
education. Lo ndon. Routledge, 1970. (La nguage an d thought : from p. 38. A good
overview of the ories on the subject.)
LUR[A, A. R.: Sp eech and the developm ent
of mental processes in t he child: an ex perimental investigation, Ha rmondswo rth. Penguin. 1973.
PIAGET, Jean: The langu age and thought of
t he child; 2nd ed. Londo n. Ro ut ledge. 1932.
SIMOES. Anto nio (ed.l: The biling ual child:
research and analy sis of existing educational t hemes . New York. Academic Press,
1976.
SK[l\'NER. B. F.: Verbal behaviour, New
Yor k. Appleton 1957.
STANDER. G .: i nleiding ror die taalpsigologi e met besondere verwysing na lees as
taa lfen omeen. Ste llenbosch, Univ. Uitg .
1967.
TAIT. Margaret and Margaret Ro berts:
Play languag e and ex perience with y oung
46
children. London . Wo rld Organization for
Ea rlv Childhood Ed.. 1974.
TO UGH. Joan : Focus on meaning: talk ing
to some p urpose wit h young children. London. Allen, 1973.
TO UGH. Joan : Lis tening to children talking:
a guide to the appraisal of children's use
of language. London, Ward Lock Educational, 1976.
TO UGH . Joan : Talk ing and learning: a
guide to foste ring communication ski lls in
nursery and infant schools. London . Ward
Lock Educat iona l, 1977.
VYGOTSKY, L. S.: Thought and language.
Ca mbridge. M ass., M.LT. Press. 1967.
WEIKART. David P.:The cogllirh·ely oriemed
curriculum. p . 53 Language Learning.
Washington . N at. Assoc. fo r the Educ. of
Young Children, 1971.
YARDLEY. Alice: Ex ploration and language .
Lond on, Evan s, 1970.
2 A UG UST US 1978
Fostering creativity in music activities
In
the pre-school,
R EFERENCES :
ADDISON. Richard: Children mak e music.
Edinburgh, Holmes. 1967.
ADDISON. Richard: Make music: a book of
musical experiments fo r young people.
Edinburgh, Holmes. 1967.
ARONOFF , Fra nces: M usic and y oung children. New Yor k. Holt. 1971.
HEBEY, Fr a ncis: African music. a peoples art.
London. Harrap, 1969.
CHACKSFIELD, K . M . et al. : Mu sic and
language with yo ung children. London.
Blackwell, 1975.
CHOATE. Robert A. et al.: M usic f or early
childhood. New York. American Book Co.,
1970.
G RA Y, Vera a nd Rachel Percival: Music.
m ovement and mim e fo r children. Lond on.
O .U.P.. 1962.
GILBERT. Jean : Musical activities witb
y oung children. 1975. Ward Locke Educational.
ME Tl . Sonia : Compilation of Hebrew songs.
J .N.F . Education Departmen t.
N EWSON. Keith R: Listening to music; with
marerial fo r cla ssroom lessons. London,
Warne. 1967.
NORDOFF , Pa ul, and ROBI NS , Clive:
Therapy in music for handicapped children.
Lon don, Gollancz, 1973.
NY E. Vernice. Music f or young children.
Dub uque, Brown, 1975, (O rff: p. 49,
Kod aly: p. 48-49)
O LD, M . Sing to G od : Christian songs f or
j uniors. London . Scr ipt ure Unio n. 1971.
P UGMIRE, M , C W ,Ex periences in m usic f or
young children , Ne w Yo rk, Delmar. 1977,
ROBISON . Helen. Ex ploring reaching in
earl v childhood ed, Bosto n, All vn. 1977,
(Chapter 6: Mus ic : Jo y is song, dance a nd
music )
ROOS, G ideon . Hoe 'n orkes speel, Kaapstad,
CN,A., 1961.
A F R IKAA NSE Ll E DJl ES EN SPEL ETJ IES
BAR R Y, Rh oda : S angstuk k ies r ir Kinder tj ies.
J, L. va n Schaik, Preto ria ,
DE VIL LlERS, Max ie: Twaalf Klein Kinderliedjies en S peletj ies , HAU1\1.
DE WAAL. Anto n en Luyt, Freddie : Kleuterdeuntjies.
HO EXTER, Antonette: Kinderliedjies en
S petetj ies.
KRO MHO UT, K.: Kinderliedj ies. J. L. van
Schaik. Pretor ia.
K ROM HOUT, J,: Kinderwvs ies. J, L. van
Scha ik. P reto ria.
LA MP REC H T. Frances: Li edjies r ir Klein
Mensies , J. L. va n Schalk. Preto ria .
LO UW, J,: Aksieliedj ies ell S peletj ies. Ma skew Miller. Kaap stad .
McLA CH LAN. P,: Notepret Boek I. Nassau ,
SPI ET HOFF, J,: Afrik aanse S ang blomme tj ies
D ele 1 en fl. At hen a, Ka ap stad .
M USIC BIBLlCGRAPH Y from :
PARRY, M arianne an d ARC HER, H ilda :
Two fa fire : a handbook for students and
reachers . London. Schools Council Presch oo l Ed . Proj ect , 1975.
Book s for young children
CLEMENS, G .: M ak ing S ounds . (Longma n),
FRASER, B, & F,: A S ong is Born , (W orl d 's
Work ): A Child' s Book of Instruments .
(No vello).
Referenc e Books
ADDISON, R,: C hildren M ak e M usic
(Hol mes McD ougall),
BAL ET. J .: W hat M ak es an Orchestra
(Butterwort h ),
MENDOZA, A,: On the Bear. (Boosey &
Hawkes),
PAPE, M .: Growing up with M usic, (Oxford
U niversity Press).
S ong boo ks with chords for guitar. chlmebar.
aut oharp, recorder or dulcime r ac compani-
ment
GAV A LL. J.: Nursery S ongs. (Oxford Un ivers itv Press).
MENDOZA, A,: S ociable S ongs l A . (Oxford
Un iversity P ress).
MENDOZA. A , & RE ES, 0 ,: R hvmes with
Chim es. (Oxford University Press) .
NORTON . H .: A t Your Fingert ips. Books 1 &
2 (Feld ma n).
SEEGER. Ru th Crawford : Am erican Folk
S ongs f or Children (Do ub leday, Ne w York),
SNYD ER. Alice M .: S ing and S trum. (Mills
Mu sic, New Yo rk): Time ami Tune pam ph lets (BBC Pu blication s),
WHYTON. Wally: 100 C hildren 's S ongs.
(Essex Mu sic).
Song books with si mple piano ac companimen ts
A N DERSO N. M .: Nursery S ongs from Ot her
Lands. ( Boosey & Hawkes)
BUC K. P,: Oxf ord Nursery Song Book ,
(Oxford Uni vers ity Pre ss): M y Firsr Sing A-Song Book . (Harnlyn).
SWIFT. B, & CLAUSON, W .: S ing a
M erry Song . (O xford U niversity Press).
WISEMAN, S. & NORTHCOTE . J,: Si xt v
S ongs for lillie children. Books I , 2 and :i,
(Oxford University P ress).
WOOD. L. & SCO TT, L.: Singing Fun.
(Ha rrap),
O ther song book s
A ppalachian Folk S ong Book (Nov ello) ,
CHESTERMAN, Music for t he Nursery
S chool (Har rap),
50 S ongs f or Children (Whatrna n) .
Fing ers & Thumbs (Stainer & Bell),
FLETCHER, ,\ 1. r. & DE NISON, M , C :
H ig h Road of So ng (Warne),
French S ongs f or Children (Arno ld) .
Infant Joy (University o f Lo nd o n Press).
KAY (ed.): Land of the Red Dragon . (Universitv of Wa les Press),
MA TrERSON (ed.): This Lillie Puff in.
(Puffin ),
Oxf ord Book of Nursery R hy mes (Oxford
Universitv Press ).
REY NOLDS, G ,: Oxford School M usic,
Boo k 2. (O xfor d Universitv Press ),
Singing Games Bo ok I (Oxfo rd Un iversity
Press)
The M usic Group (Schott).
W hat the C hildren S ing (A ugener ).
~Vi{1z m \' Litt le Broom. Plav fo r singi ng
(Curwen)
,
Ideas for the music corner
AD DIS ON, R.: Begin Mak ing M usic (Ho lmes
McDougall).
47
S CGGESTED M US IC
Rhnhm
La 'Nursery - Inghelbre ch t (EM I 7EG 8726).
Bolero - Ravel (Fidelio AT L 4076).
S panish Flea - Ju lius Wechter (A EM 'AM LS
965).
Elg in American Dances -: De smond M cM ah on
(Pax to n EEP 538).
William Tell O vert ure - Rossini (Co ncert Hall
M 2095).
M arches - Sousa (D ecca PFS 4 134).
Polk a - Shosta kovi ch (EM I 7EG 8727).
Slavoni c Da nces opus 46. Nos. I , 4 & 8
Dvor ak (Wor' d Record s T2 12).
" H oed own" from R odeo - Aaron Cop lan d
(T urnabout TV4169).
Contra st of tempo: fast
" Flight of the Bumble-Bee" - Rirnskv-Korsakov (EM [ 7EP 7084).
"Russia n Dance" from The Nutcrack er Suite
Tchaikovskv (Ma rbl e A rch MAL 606).
S abre Dance '- Khatchaturia n (EM I FAPI
8438).
Hop S COIch - Walton (H MV 7EG 8727).
Etu de opus 10. no . 3 - Chopin (Fo nt a na SFL
1~05 1 )
Ta ra ntella in A Flat M a j. op us. 4 3 - Chop in
(Conce rt Ha ll A M 2223).
"The A viarv" from Carnival of tire Animals
Saint -Saens (Col u mbia 33CX 1175).
Contrast of tempo: slow
Largo - H andel (EM [ C LP 1840).
"Sa tu rn" fro m The P laners S uire - Ho lst (A ce
of Clubs ACL 26 ).
Violin Concerto (Seco nd M ovement) - Me nd elsso hn IEM [ 33SX 1394).
A ppalachian S pring - Aa ron Cop la nd (HM V
7EG 8727).
Italian Symphony (Secon d M ovement ) - Me ndel ssohn (HM V A LP 1315).
Waltz no . I - D vo ra k (EM I7 EG 98728).
"L o nd onderrv Air " recorded bv Per cv G rainger (H M V'C 3819).
.
.
Contrast of tone: Loud
"C appriccio Italia n" - Tc haikovsky (Phi llips
SD A L : 03).
"Th e Tru mpet shall Sound " from the M essiah
- H a ndel (Ace of C lubs ACL 197 )
"Tru mpet Volun tary" - C la rke (HM V C LP
18':': 0).
Pomp & Circumstan ce M arch no . I - Elga r
(EM [ 7EG 8795).
H unga ria n Rh a psod y N o . 2 - Liszt (RC A
OP O 1000).
4S
"Bea utv a nd the Bea st" fro m Mo t her Goose
Su ire - Ravel IV[C 101/).
"Mars' from The Planers S uire - H o lst (Ace
of Cl ubs AC L 16).
Contrast of tone: so ft
" A utumn" from Four Seasons - Vivaldi
(W ing W L 1138).
Ba rto k for Children . Vo lumes I & 2 - Ba rto k
(Sup raphone LPM 11 82703 ).
" P relude a F a pres-rnid i d 'un faun e ' Debu ssy (C BS 72387).
N octurne from La BOUTiquejalltosque- Rossini
(EM [ 33CX 1394 ).
Va lse N o. 9 - Brahms (D ecca SXL 61£0).
"Th e Fish" from Carnival of the A nimals Saint-Saen s (Colu mbia 33C X ( 175).
" Lullabv" - Bra hms (Ace of Clubs AC L 306).
" Slumber Scene" from The Wand of Youth
Elgar (Ace of C lubs AC L 187).
Contrast of pitch: h'gh
" Bird Theme" from Peter and the Wolf Pro kofiev (EM I 33X5 1394).
Pizzicato - Delibes (E,\U E7P 313).
Bra nd enbur s h C on cert o no . 2 - Bach (Sae e
XID : 03 I) .
Tale of Peter Rabbit - Cvril Orna ndel IH MV
7EG 102).
"T he A viary" from Carnival of [he Animals Saint-Saen s (Coumbia 33CS 11 75 ).
Cont rast of pitch : (ow
"O 'd Ma n River" record ed by Paul Robeson
(EM I SRS : 0 11).
"Tuhbv the T uba" recorded by P a ul T upp
(Ga'a G 94 ).
" Hall of the M ou ntain King" from Peer
G l'JIl Suite - G reis (Music for Pleasure
2050 ).
"The Elephan t" from Carnival of the Animals
- Saint-Sae ns (Co lumb ia 33CX ( 175).
" Wol f Theme" from Pet er and the WolfPro kofiev (EM I A LP 1728).
:\I elod"
Fantasia on "G reensleeves' - Vauzha n
Williams (M usic for Pleasure 1060 ). "Jesu, Jov o f M a n 's Desir ing" - Bach IH M V
7EG 8281).
Unfinished Svn-phonv (Secon d M ovement) Sch ubert (HM V 30 104 ).
Children 's O verture - Qu ilter (H M V C 2603).
"Nimrcd" from the Enigma Va,iatio lls- Elgar
(Worl d Records T 158).
"C rad le Song" - Bra hms (Ace of Clubs AC L
305).
Classical S ym phony - Prokofiev (D ecca AC L
113).
- Rom munde" - Schu bert (RD M 2036).
" The Ash Grove" recorded bv the Linden
Singers (Concert H a ll SVS 2477).
Nursery S uite - Elga r (CS D 155 H M V).
" loa d
"Clair de Lurie" - De bussv (Decca S K l ~0 21 ) .
"The Peasa nt Cho rus" "from The Bartered
Bride - Smetan a (RCA GPO 1(00).
"Thunder and Lizhtninz Polka" - Strauss
(P Y E l'<'P l IS2fO) . ..
"Th e Aquarium" from Carnival of [he
Animals - Sa int-Saens (Colum bia 33CX
11751.
Midsumm er Nig ht 's Dream (O vert ure) Mend elssohn (Ace o f Cl ubs AC L 85).
"Morning' from Peer Gym Suite - Greig
(M usic for Pleasure 2050 ).
"Ju piter" from The Planets S uite - H olst
(Ace of Clubs ACl26).
"Shepherds Hymn" from The Pastoral
Svmp hon v - Beet hoven (Ma rble Arch
M \l SI I ).
Pre lude in G Sharp M inor , opus 32. no . 12 R a kh rna ninov iH M I ALP I92S).
Tragic Overt ure, S vm p hon v No. 4 - Brahms
(Conce rt Ha ll M 2249) .
Classical
Carnival of the Animals - Saint-Saen s (Col umbia 33CX 11 751.
T r umpet Con certo - Haydn (T urn about TV
3 ~ 03 I S).
Peter and t he W olf .. Pro ko fiev (M usic for
P lea su re 2126).
" Lullaby" .. Brah -ns (Decca ACl : 0 » .
"Hall of the M i untain King" from Pea
Gnu Suire - Greiz t1 1usic for Pleasure
20171.
..
Toy S ymp hony - Hayd n (EMf SC D 20 ) S).
S"'OI/ Lak e - Tcha ikovsky (Decca Eclipse
ECS ECM 516).
"Hunsarian Da nces" - Brahms (T urnabout
H ' -3~058 S I.
"T he T ro ut" - Schu bert (Classics for Pleasure
C FP 12S).
Popular :\I u~ ic
"Tedd v Bea rs Picnic" recorded bv Ann
Steve ns (HMV 7EG SIS7I.
.
"Tubby t he Tu ba" recorded by Pa ul T up p
(G al a G 9~ ) .
" F eed th e Bird s" from .ltary Poppins
(M usic for Pleasure M FP 1065).
" G o F ly a K ite" fro m M ary Poppins (M usic
for P lea su re M FP 10 551.
"A Spoonful of Sugar" fro m M ary Poppins
(Music fo r Pleas ure M FP 1065).
"The Ha ppy Wa nderer" fro m S ongs fo r the
YOIIl/g in Heart (SK l 4030 i.
Boots recorded by Nancy Sina tra (Reprise
RSLP 640) SI.
" G oing to the Zo o" reco rd ed by J ulie Felix
(Decca SPA 6 ).
"W heels C ha-Cha" recorded bv Joe l oss
(Columbia H\'O 224 ).
.
"Doh. Ray. M ," from T he S OIl"d of M usil'
(M usic fo r Pleasu re ~FP 100 7).
Chitty Chitty Bang Bang (M usic fo r P lea sure
MFP 12SI).
"Morninz To wn Ride" recorded bv the
Seeke rs (Mu sic for P leasure 130 I ). .
" Yellow Su bma rine" record ed bv the Beatles
(Parlopho ne R5493).
.
"The H ippopo ta mus Song" recorded by
F la nders & Swann (Parlop ho ne GEP
87251.
Lig ht Opera
"Tit Willow". "Thr ee l itt le Ma ids" a nd " The
Flowers that Bloom" from T he M ik ado G ilbert an d Sulliva n (D ecca S PA 2S).
"Barcarole" from Tales 0/ Hoffman - Offenbach (Col umbi a SAX 229~ ) .
"Intermezzo" fro m Cavelleria Rusticana Mascagni (PY E G SG C 1~ 0 1 6 ) .
"The Witches Ride" fro m Hansel OI/(l Gretel H umperd ink (EM I 7E R 5029 1.
9 A UG UST 1978
Mo vemen t education
In
the pre-schoo l
p rogramme.
RE FEREN'CES:
BRA LEY. Willia m T . et a l.: Doil v senso rimot or traininv activities: a Iw n;/hook for
teachers and parents (If pre-school children.
F reep ort. Educ. Acti vities. 1965.
CHERRY. Clare: Creative 11/0remelll f or rite
developing child: a nursery school ham/hook f or non-musicians; rev, ed . Belmon t.
Fea ron. 1971.
CRATTY. Bryant J. : Percep tual ami mo tor
development in infants and children. London.
Macmillan. 1970.
CRA TTY. Brva nt J.: Remedial motor activit r
for chi ldren , P hilad elphia . Lea . 1975.
.
G ILLI0 1\L Bo nn ie Cherp : Basic movemen t
education/or children: rationale and teaching
IIl1ilS. Readine. A dd ison-Weslev, 1970.
GR A Y. Vera : -.Husk. moremeni and mime
for children. Lo nd o n. O.U.P" 1962.
H UMPH R EY. Ja mes H.: Education of children through motor activity, Sp ring field ,
T ho mas. 1975.
49
JO RD AN. D iana : Childhood and movement.
Oxford. Blackwell. 1966.
MARGOLIN'. Edythe: Young children: their
curriculum ami learning pr ocesses . N ew
York Macmilla n. 1976. (Cha pter 10.
p. 282).
MOSSTO N. Muska : Developm ental mOl"emenlo Co lumbus, Me rrill. 1965.
N EL. Isabelle et al.: Prog rammed units
in physical ed . Cape T own. Nasou, n.d.
(Although not writte n for early childhood
educat ion. the book has a wealth of ideas
which can be adapted for a structured play
sess ion fo r yo ungs rers .)
SCH [CKEDANZ. Jud ith A.: S trategies for
leaching young children. Eng lewo od C liffs.
Pr entice-Hall. 1977. (Ch. 3. p. 82- [01).
SCHOEDLER. Ja mes: Phy sical skills for
young children. New Yo rk. Macmillan.
[973. (Th reshold Early Learning Library:
vol . 7).
SEEFELDT. Ca rol ed .: Curriculum for the
pr e-school - primary child: a re vtew of the
research (Chapter [0. Movement). Colum-
bus. Merrill. 1976.
SINCLAI R. Caroline B.: Moveme nt of the
y oung child ages n fO to six. Columbus
Merrill. 1973.
STECHER. Miriam B. et al. : M usic and
movement improvisations. New Y ork. Mac-
millan. 1972. (Th reshold Earl y Lea rning
librar y: vol. 4). (Joy and learning thr ough
m usic and mo vem en t improvi sations).
VAN TASSEL, Katrina : Creati ve dramati:ation. New York. Ma cmillan. [973. (Th reshold Early Learning Library. vol . 6).
23 A UG UST 1978
Fo stering creativ ity in the graph ic an d the
plastic arts. during the pre-school progra mme.
St ud enrs ' prepara tion for creati ve ac tivities
in these areas ha s been o n display fo r a
wo rkshop discussion .
REFERENCES :
BA KER. Kathe rine Read : The nurser v school:
human relationship s and learni ng: 6th ed.
Philadelphia. Sa unders. 1974. (Chapters
II. [ 2. 13. [4. 19.)
FLEMMING. Bonnie Mack et al.: Resources
f or creative teaching in early childhood
education. New York. Harcou rt. 1977.
HENDRICK. Joan ne: The whole child; nelr'
trends in earlv education. Saint l ou is.
Mosby. [975. <Pa rt 5; Enhancing creativity:
p. [45-193.)
LEEPER . Sara h Ha mmond: Good schools
for y oung children: a guide for working
with three. four and fire year old children;
3rd ed. New Yor k. Macmillan. 1974.
(Chapter [9: The cre ati ve arts.)
PARRY. Mar ian ne: T wo to fire: a handbook
for students and teachers. Lo ndo n. Ma c-
M illan Ed.• 1975.
SCH ICKE DAl\·Z. J. A.: S trategies f or teaching young children. Englewood Cliffs.
Prentice-Hall. [977. (Chapter 3: Th e expressive art s p. 47- 81.)
SEEFELDT. Carol: Curriculum f or th e preschool primary child: a r eview of t he research. Columbus. Merrill. 1976. (Chapter
7: Art p. 177- Chapter 9: Play p. 225- 248.)
30 A UG UST 1978
16 A UG UST [978
Sc ience a nd en viro nment st udy in early
childhood education.
REFERE NCES:
FLEMMING . Bonnie Mack et al.: R esources
for creative teaching in early childhood
education. New Y ork. Har court . 1977.
(Planni ng a discovery cent re p. [2-1 6).
HARLAN . Jean Durgin : Science experiences
for the earlv childhood I'ears. Columbus.
·Merrill. 1976.
.
LEEPER . Sarah Hammond : Good schools fo r
Formulati ng and investigating ma therna ti-
cal concepts in preparing for formal educa tio n.
REFERENCES:
BUTLER. Annie Louise et al.: Earl l' childhood programs: developmental objectives
and their lise. Columb us. Merrill, 1975.
(Chapter 5: p. 71-119.)
DAWES. Cvnthia.: Earl " M ot hs . (writte n for
preschool teachers) 1977. Longman . London and New Y ork.
young children: a guide fo r working with
three. f our and five y ear old children; 3rd ed .
FLEMM[l\'G . B. M. et al.: R esources for
Creative Teaching in Early Childhood.
Maths experience abound in every activity.
Ha rco urt Brace Jovanovich.
New York. Macmilla n. 1974. (Cha pter 16:
Science in the curric ulum.)
- - Fostering growth in mathematical sk ills
and scientific inquiry . New Y ork. .M ac-
50
milla n. 1970. (Th reshold ea rlv lcarninz
librarv: vo l, 2.)
- - Fostering growth in perceptual and organizing skills. Ne w York. Macmillan.
1970 . (Th reshold early learning libra ry;
vo l. I.)
L E EP E R. Sa ra h. H a mmond : Good schoo ls
for young children: 3rd ed. N ew Yo rk. Macrnilla n. 1974. (Cha pter 13: Ma thematics.)
SC H IC KED AN Z. J . A . et al.: Strategie s f or
teaching young children. Englewo od C liffs.
Pren tice-Hall. 1977. (Cha p ter 5: M athemat ics.)
SEEFELD. Ca rol ed. : Curriculum f or t he preschool-primary child: a review of {he research. Columbus. Me rrill. 1976. (C ha pter
6 :Ma them atics.)
6 S EPT EMB ER 1978
Social studies to r the pre-Scho o l primary
chi ld (refer Caro l Seefeld t 's resea rch) un der
t he head ing: Can Lucy Spr ag ue M itc hell.
Dewey. W ann, D a rn & Liddle. Heffernan
& Tod d. Leeper et a l.. Bruner & Piaget,
Rob inso n & Spode k. Eda Ie Sha n a nd
James H vrnes sit at o ne table and be
fr iend s? .
R EFE RENCES:
H Y ME S. Ja mes Lee : Teaching the child
under six. Co lum bu s. Me rr ill. 1968.
S E EFELDT. Caro l: S ocial studies fo r the
preschool-pr imary child . Colu mbus. Merri ll. 1977.
13 SEPTEMBER 19 78
Structuring the garden as a play/ learning
exper ience .
A garden wa s prepared fo ra day 's activiti es.
The followi nz films were sho wn:
Concept Development in Outdoor Play - SO 658B
Length: 18 minutes
This film is the fifth film in a tea cher tr a in ing
series and presents the unique ad vantages
the o utdoors provides when painting. sand
play, wa ter p lay, woodworking. music. wa ter
painting. and science and dramatic play
ac tivities are taken o utdoors. The effects of
greater space. en viro nmen t. trees. sun. wind
and the boundless qua lity of so und a re shown
in relat ion to the act ivities mentio ned abov e.
The de velopment o f co ncepts re lating to
readin g. mathemat ics. science. social st udies
an d asthe tics are presented . Th e film co mpl iments the concepts presented in the film.
"Outdoor Play"
.. a M otivating force fo r
Learning .
"Outdoor Play" ... A Motivtuing Force for
Learning. - SO - 659 B
Le ngth: 17 minutes
This film is the fo urth in a series o f teacher
training films fo r early childhood education .
It presents the un ique physica l a nd intell ectua l developmen t pro vided by o utd oo r play
activiti es and sho ws the extensive use of improv ised mate rials. T he film high light s ch ild ren 's exploratio n of space. experimenta tion
with balance. de velopment of muscular co ordi nation and body awareness. Al so illustrated are deve lo pmental differences. sel fdete rmined activities and goals. and the role
of the teacher.
The above films were prod uced by Steve
Cam pus Production. Inc.. in co-op eratio n
with Queens College of the City Uni versity
of New York. Boa rd of H iche r Edu cat io n.
Consu lta nts: Drs M arv i\f o ffitt, Lucille
Lind berg and Rita Swed low.
20 SEPTEMBER 1978
Wo rksho p Disp lay a fternoo n:
Having a more scie ntific loo k at: sard.
water and blocks,
Tables o f interest were o n display fo r a
workshop discussion .
The fo llowi ng films we re shown:
I. i ) Block ;
SO - 651
ii) Dolls
SO - 652
iii) Warer
SO - 653
ivj S and
SO - 654
The a bove films sho uld be viewed after
readinz the followin g books :
PA R R-Y. M a ria nne and A RC HE R. H ilda :
Preschool Educat ion. School Council Resea rch Stu d ies. Macmilla n. 1974.
PA R R Y. M a ria nn e a nd A RCH ER . H ilda :
T wo to Fi re. Handbook for st udents and
Teachers. Schoo ls Coun cil Research Studies
M acmilla n 1975.
2. " Blocks
Learning"
. . A M edium fo r Percep tual
Length : 17 minutes
51
"Blocks . _ . A M edium for Perceptual Learnings" is the secon d in a series of tra ining
films for teachers of ea rlv childhood education . The film focuses "on the perceptual
learnings that are inh erent in block building
a nd a re derived from how the child perceives
the blocks with which he wo rks a nd t he
spac e in which he b uilds. The film fur ther
det ails perceptu al learnings in relati o n to
future aca dem ic learnings .
The above film was pro duced in co -o peratio n
with Queens College of the University of
New York. Boa rd o f H igh er Educ at ion .
. . . T he centra l role of the teacher with the
early pre-sch oo ler .. . T he se lective . clar ificati on and the interpretatio n of roles wi th
presch oo l children . . . The dealing with
co nflict and strong emoti onality o f the late
prescho o ler through focusing and channellin g
of play . . . The com binat ion of ad ult and
peer fac ilitat ion of school age ch ildren' s play.
The above film wa s produced for the Ar senal
Familv and Children 's Centre. University o f
Pitt sburgh . in co -operatio n with the Depart-
men t of Ch ild Develo pme nt and Chi ld Care.
School o f Health Re lat ed Pro fession s. Unive rsity of Pittsburgh. under a grant from the
United St ates office o f Ed ucat ion .
27 SEPTEMBE R 1978
Wor kshop dISCUSSIO n led bv M iss D . E.
T red o ux, M rs M . G add "a nd M rs E.
Boyes on the foll owing.
Are we settinz too theme orientated ?
Is ther e stn, time to use the teachable
mom ent in o ur planni ng o f the structured
pla y/l earning en viro nm ent ?
A re-evaluation of the value of play: by
l\. l rs E. Boyes.
T he followinz films were shown:
I . .. Dramatic·Play .. . An Integrative Process
for Learning"
Length : 3.2 minutes
.. Dram atic PIa l' . . . A n Integrative Processfor
Leornin e" is the third in a- series of teacher
t ra inin g~ films for ea rlv chil dhood ed ucation.
Thro ugh live-ac tion . d ial oc ue and narration.
the film presen ts the inherent intellect ual.
social a nd emot ion al learni nzs in dramatic
play an d the strateg ies use d by the child ren
in deal inz with ind ividuals and mate rials,
T he film furt her details the role of the teac her
as an essen tial pan in the to tal inte grating
process.
The above film was pr oduced by Ca mpus
F ilm Productions. Inc.
2. "Facilit ation of C hildren 's Drama tic Play "
Lengt h 19 mi nute s
T his film tr aces d evelop ment ally so me imp ortant facto rs in the faci litatio n of children 's
d ra mat ic play. such as: Par ents play wi th
toddlers . . . The initial chi ld-teacher contact
52
A ll films referred to above, are o bta ina ble
fro m :
T he Depa rt ment of Na tional Ed ucat ion
Audio- Visual Educatio n
Private Baz X23 9
PRETORIA
003 1
REFERENC ES:
A sso ciation fo r the Educatio n o f vo unz
children. Plav: Tire child strives toward;
S elf-Real.zation. 3615 Wisconsin A ve.. K W.
Wash ington. 20J 16.
BR U/'.·ER. J. S. JOL LY A . a nd SYLVA K.
Play : Irs role in development and evolution.
Penguin Bo o ks.
MAR K U l':. P. M . P lav: Childrens Business
and a guide to play materials, A ssociation
fo r ch ildhood edu cat ion inte rnational.
36 15 Wiscon sin A venue. N . \V. Wa shinzto n D .e. 200 16.
MANN ll': G . Ka thleen Sha rp. A nn : S U I/Curing play in the early years at school.
Wa rd Lock Educat io nal in associat ion wi th
D rake Educatio na l Assoc iates.
M I LLA R. Susa nn a : T he Psychology of Pta v.
Penzuin Book".
SOMER SET. G wen : Vital Pla v ill earlv
childhood. New Zea lan d Play-cent re Federa tio n.
Nancv E. Curr v
A rsena l Famil':- and C hildren's Ce nter
Un iversity of Pittsburgh
BIBLIOGRAPHY ON PLAY fr o m :
Play : The C hild strives towards self-realization.
Washinz ton. NAE Ye. 1975.
The following bibli ography is a sam ple of
ava ilab le literature concerning vario us aspects
of p la y. To pursue an y specific ar ea of p lay
in depth one ca n find furt her bi bliogra phic
references in the bo ok s and a rticles cited
bel ow. Those starred are part icularly pertinent to the pla y con ference .
Piagets Pia)' Theor y
·PIAGE T. Jean: Plav, Dreams am! Imita tion
ill Childhood. Ne w' Yor k : W. W . N orton.
Surplus Energ y Theory
SPE N CE R, H .: The Principles of Psychology,
London, 1855; New York, 1873.
·S UTTON -SMITH . B. Piaget on play: a
critique. Psychological R eview, 1966, 173
(I ), 10+-110.
Recapitulatio n Them)'
HAL l. G . Sta nley: Youth: Its Education.
Regiment and Hy giene. London & New
York : A pp leto n. 1921.
Cultural Theories
De G RA ZI A. S. : Of Time. Work and Leisure.
New York : The Twentieth Century Fund.
1 96 ~ .
Iusti.ict Pract ice Theory
GROOS, Ka rl.: The Play of Man. New York :
Appleton, 1901.
Relaxation Theory
PA TRICK, G . T . W .: The Psycholog y oj
Relaxation. Boston & New Yor k : H oug hton-Mifflin. 19 16.
Psvchoanalvtic Theon
A LEXAN DER, Franz: A contribution to the
theory o f play . Psychoanaly tic Quarterly,
1958. 27, 175- 193 .
BU EH LE R,
From Birth to M aturity .
Lond on : Ke ca n. Paul, 1935.
CAPP ELL, M~: Games and the mastery oj
helplessness. In Slovenko & Kni gh t (Eds. I,
M otivution in Play . Games and S ports .
Springfield , III.: Charles T ho mas. 1967.
39-5-1 .
' ERIKSON. E. H.: Childhood and S ociet v.
Ne w York : N ort on, 1950, 1 8 ~-~ I8.
.
ERI KS ON . E. H .: Ide nt irv a nd th e life cvcl e.
Ps vchologicat Issues . 1959. I. (I).
.
ERI KS ON. E. H, : Studies in the interpr etation of play: I. Cl in ical obs ervatio ns of play
d isruption s in young children. Genetic
Psychology M onograph. 19~0 . zz, 557- 671.
F RE UD. S.: Bey ond t he Pleasure Principle.
Lond on : H oga rth Pre ss. 19-18.
G REE N AC R E. Phyll is: Play in rel ati on ship
to creati ve imagination. Psychoanaly tic
S tudy oj the Child. 1959.4. 6 1- 80.
KARDOS. E. & PIETO. A .: Co nt ribut ions
to the theory of play. The Britis h Journal
of M edical Psychology , 1956, ~9 ( ~) , 100-
c.:
II ~ .
MENNIN GER, K .: Play. Virginia Quarterly
Review, 194 ~ . 18. 59 1-599.
PELLER. l. : Lib id inal phases. ego development and play . Psychoanaly tic Study of the
Child. 1954,9, 178-198.
WEA LDER. Robert : T he psyc hoa nalyti c
theory of play. Psychoanaly tic Quarterly ,
1933, ~ , ~0 3-~~4 .
196 ~.
H U IZI N G A. J.: Homo Ludens, A S tudy oj
t he Plav Element in Culture. Boston :
Beacon . ' 1950 .
R EI SM AN. D.: Individualism Reconsidered.
G lencoe. III.: Free Press, 195-1, ~14--~17.
310-333.
'ROB ERTS. J. M . & S UTTO I'.·-SM lTH. B.:
C hild training and eame <in vo lvem ent.
Etholog j'. 1962. I. 165-18 5.
· SU TTON'-SMlTH . B. & ROBERTS. J. M.:
The cross-cultural and psycho logical study
of games. In Gunther Luschen . The Crosse U/lUral Analysis of Games . Cham pagne.
III.: Slipes. 1970. 100-103.
· S UTTON-S~I1TH . B. & ROSENBE RG .
B. G.: Sixtv vears of historica l chan ae in
the game pr-eferences of American children.
Journal of American Folk lore. (in press).
PIa )' as The rapy
AXUI'.'E, V. M ,: Play Therap j-. Cambr idge:
H oughto n-M ifflin. 19-17.
ERIKSON. E. H .: Studies in th e interpretation of play: I . Clinical obs ervations of
play disruptio n in you ng children . Genetic
Psychology M onograph, 1 9~ O . 22. 55 7- 6 7 1.
FRE UD. A .: Introduction 10 the Techniques
of Child Analysis. Nev.' York: Nervo us &
M ental Di sea se Publishing Co .. 19 ~3 .
K LEli\'. ~l. ( 19 3 ~) : The Psychoanalysis oj
C hildren. New York: Eversreen G rove
Press. 1960.
SOL OMON, J.: T herapeuti c use of p lay.
In Introduction 10 Projective Techniques.
Ne w Yo rk : Pre ntice-Ha ll. 1951. 639-66 1.
WALMAN . A .: C oncepts of p lay thera py
techniques. Am erican Journal of Orthops...chkurv, 1955. ~5 (4). 771 -783.
Ani mal Pi a"
EIBLE-EIBESFELDT. I. : Concepts of eth olozv and their sicnifi cance in the stud v of
h uma n behavior. In H . W. St evenso n,
et al.. Earl v Behavio r. !\.·ew York: Wilev,
1967, 127-(46.
.
53
GROOS, Karl: Tile Play of Animals. New
York : Appleton , 1898.
HARLOW. H .: Sexu a l behavior in the rhesus
monkey. In Frank Beach (ed .), S ex and
Beha vior. New York: Wilev. 1965.
LORENZ.: K ing Solomon 's Ring, New York:
Cr owell, 1952.
MI LLAR, Susa nna : The Psychology of Play.
Bal timore : Pe lican Books, 1968.
(Excellent general review of play theories.
including absorbing material on animal
pla y.)
THORPE. W. H .: Ritualiza-ion in ontogeny :
I . An imal play. In J. H uxley. Ritualization
of Beha vior. Lond on : Burlin gton H ouse.
1966, 311-31 8.
Developmental Aspects nf Play
(Mos t of these refe rence s are cit ed elsewhere as well)
BU EHLER, C: From Birth to M all/ril l'.
Lond on : Kegan, Pa ul. 1935.
.
ERI KSO N , E. H .: Childhood and S ociety .
New York : N orton, 1950, 182-218 .
*FREUD , A.: Normaliry alld Pat hology in
Childhood. New York : Inte rnat iona l Uni -
versities Press. 1966.
PEL LE R. 1..: Libid ina l phases. ego development, a nd p lay. Psychoanalyt ic S tudy of
the Child, 195'1, 9, 178-1 93.
PIAGET , I.: Pia l', Dreams and Imitation in
Childhood. New York : W . W. N orton,
1962.
' SM ILANSK Y, S.: The Effects of Sociodramatic Play Oll Disadvantaged Preschool
Children. New York : J ohn Wilev & Sons,
1968. (P resents the the sis that certain
chi ldren do not proceed step-by -step
through the generally recognized stages of
play. These children, la belled d isad va ntaged. seem to skip sociod ra rnat ic play to t he
detriment of the ir later scho ol achieve-
in Young Children. New York: Schoeken,
1966.
' LAZ IER. G . I.. & SUTTO N -SMITH. B.:
AssessmCl1t of Role Induction and Role Involvement ill Creative Drama. Final Report.
U.S. Dept . of Hea lth. Ed uca tio n, & Welfare, Offi ce of Ed uca tion, Burea u of Research, Ap ril, 1970.
LOWENFELD, M .: Play in Childhood.
London: Victo r G olla ncz, 1935.
' S IN G ER, J. 1..: Daydreaming. N ew York :
Ra nd om H ou se, 1966.
Gener al Te xtbooks on Pial'
'A LM Y, M . (Ed.) Earlv Childhood Play .
New York : Selected Ac ademic Readi ngs.
1968. (Excellent brinzinz toget her of ou t-
standing articles on pIa}' b)':" leading educators, researchers. theorists, such as A lmv,
Biber, H unt. Leiber ma n, Omwake, Sutton~
Smith, W hite. etc.)
'AVEDON, E. & SUTTON-SMITH. B.:
The S tudy of Games. N ew York : Wiley.
1971.
' H ER RON, R . & SUTTON-SMITH, B.:
Child' s PIaI'. Ne w York : Wile v. 1971.
MILL AR, Susa nna.: Tile Psyc holo g y of Play .
Baltimore : Pelican Bo oks, 1968. (One of
the most recent and best overviews on the
varying theories o f play. )
M[TCHEL L. E. & M ASON . B.: The Theon
of Play . New Yo rk: A . S. Ba rn es, 19'! i.
(Has a very go od overv iew of earlier play
theories. but their own hasn ' t stood the
test of tirne.)
' SM IL AN SKY. S.: The Effects of Sociodramatic Play on Disad vantaged Preschool
children. New York: J ohn W ilev & Sons.
1968. (This wo rk on th e use or' p lay \\ ith
d isad vanta zed vo unz children in Israel has
p rovided a- brea kth ro ugh in meth od ology
in the field of early childh ood education.)
rnent.)
Pi al' and Fantasv
(These are in add it ion to references al ready
given for Erikson, E., F reud , A ., Piag et, J.,
and Smila nsky, S.)
BREA RL Y, M .: Pla v in childhood . In J.
H uxley, Rituali=atio~n of Beha vior. London:
Burl ingto n H ouse, 1966 , 321-325.
GR IFFITHS, R uth : A S tudy of Imagination in
Earl l' Childhood. Lond on: Kezan, Paul,
French & Tru bner , 1935.
ISAACS , Su sa n (1930): Inte llectual Growth
In ad dit ion to the ab ove books an d a rt icles,
many pamph lets on p lay are avai la ble. They
a re pu blished by:
A ssocia tion for Chil dhood Ed uca tion
International
3615 W iscon sin Ave.. N .W.
Washingt on, D .C 200 16
and
N ational Association for the Education
of Young Children
1834 Connecticut Ave.. N .\\'.
\\ ashin gt on, D .C 20009
If you wish to make
EN Q U IR IES CO NCER N I NG
THE COU R S E
please complete the form below and post it to the College. (Pa ra. 2. is included shou ld
you wish to make additional enquiries.)
1""
_
_..--
·.. ··~ ······ ········ ·· ·· ······· · ······ · ·I
:~~~ .~:~~~~:
i
!
!
~
The Rector
Bark ly Ho use Teache rs ' Co llege
Private Bag Xl , Post Office
~
~
Claremont 7735
!
i
i
!
I
Dear ~1adam,
I
re: Enquiry re Course
1. I am interested in the three -year.one-year cou rse whic h you offer in N ursery Education. Pleas : send
me
an appl ication form.
.
.
-
I
Yours faithfully.
....
_- ~
,...._
............--
_ -_._
_
!
!
:
II
.... . .
_..
~
~
..................... ... ....
......
~
i
a medical form.
an a .E. 2 form (for completion by the Principal of the School now attended by me).
2
i
!
I
-
,
55
Indien u
DI E KUR SU S
N AV R A AG 1/ 5
wil doen, voltooi asseblief die on derstaande vorrn en pos dit aan die kollege. (Pa r. 2
word bygevoeg in geval u bykorn ende besonderhede wil meld.)
(u adres)
Die Rektor
Oode rwyserskollege Barklyhuis
Privaa rsa k XI. Poskantoor
Claremont ,73 5
Geag te \ fej.,
L's: Navraag oo r kursu s
1. Ek srel belan g in die d riejarige eenjar ige kursus in Kleutcropvoeding wat U aanbied. Stuur my asscblief
'n aansoekvorm,
' 0 mediese vorm.
"0 O .E. j -vorm (wat deur die hoof van die skoal , waar ek tans ' 0 leerling is, volroo i sal word).
Met dank,
C ITAD EL PR ESS
Hy wat nie in
wonderwerke glo nie
is nie 'n realis nie!
Bale het gese, veie het gedink dis onmoontlik.
In [unie, 30 iaar gelede, bet Rembrandt hul
eetste stgatet Iangs die
. Betgtivier in die Paarl vetvaatdig. Van bietdie klein begin het die
gtoep gegtoei tot 'n wereIdwve deeigenootskap van outonome nvwetheids-
onaememings-tiie werett: se eerste multi-nasionale gtoep van maatskappye .
Vandag beskik hierdie groep oor 70sigaret- en tabakiabrieke in 30 Iande
op al ses kontinente en word hul produkte in meet as 180 latuie bematk.
Ttouens, hierdie maatskuppvegtoep vervaardig tans meer as een uit
eike 12 sigarette wat in die vrve wereid gerook word. In hiettiie eeu, 5005
in aIle onder, is die vir 'nrealis moontlik Oin te glo in wonderwerke!
Leietskap tieur Navotsing • Yootuitgang tieur Deeigenootskap
CITAOEL. .P RES'S
s>