Abstract
M. Ed.
Adolescence is marked by numerous psychological theories as a period of life during
which important developmental strides should be made. These developmental advances
ought to be moral, emotional, social and cognitive. This research sets out to investigate
whether or not involvement in community projects lends developmental value to
adolescents taking part in community work.
The research takes the form of a phenomenological case study of Grade Ten learners,
based at a Waldorf Education School in Gauteng, involved in community project
engagement. They, as participants, inform the study through the use of narratives,
observations, incomplete sentences and focus group interviews.
The findings of the research are compared with developmental psychological theories in
order to ascertain if the experiences of the learners represent significant developmental
gains. Bronfenbrenner’s ecological theory is used as the primary theory, whilst other
theories are utilised to add value to the study.
The findings reflect positive developmental results in terms of the attainment of moral,
social, emotional and cognitive developmental attributes. It is hoped that such a
community project model, as experienced by the learners at the Waldorf School in
Gauteng, could be extended to a broader educational realm in South Africa.