Abstract
The aim of this research was to determine if preschool learners, aged 5 – 6, have had a self-realisation of their own socioeconomic status (SES). A qualitative approach was utilised in conjunction with a multiple case study design. 11 participants in total were selected from a quintile one, three and five school in the Johannesburg Central education district. Participants were selected by their Grade R (Reception Year) teachers according to language ability. Data was collected using a picture sort activity, collage and semi-structured interview. The data was analysed using thematic analyses. The main finding of this research is preschoolers from high SES families are more likely to have had a self-realisation of SES. All participants from the quintile 5 school had an accurate self-realisation of their SES. Participants from the quintile 1 and 3 schools were either not able to express their self-realisation of SES or had an inaccurate self-realisation of their SES. Additional findings show that preschoolers’ abilities to categorise information relating to SES increases with an increase of SES and the accuracy of preschoolers’ perception of SES increases with SES. Adopting a bioecological theoretical perspective, I use these findings to inform interventions targeted at breaking poverty cycles by challenging the messages children receive at an early age.
M.Ed. (Educational Psychology)