Abstract
M.Ed. (Educational Psychology)
Schoolreadiness is an important prerequisite for scholastic
learning and progress. This forms the underlying basis for this
study. The child who is not ready for school and learning, may
eventually experience learning difficulties. It is alarming that
so many children have developed learning problems in, for instance,
reading, spelling or mathematics, because they were not
ready for school. The need for support for these children should
be seen as the primary objective of this study. A great number of
these difficulties might be related to their not being schoolready,
and could probably be reduced or avoided by timeous intervention.
The aim of this study was to determine any perceptual-motor
problems that grade one pupils still experienced after having
completed the compulsory prescribed schoolreadiness programme.
Another objective was to determine guidelines for a learning
readiness programme which would remedy any of the identified
perceptual-motor problems which might still exist.
The study commenced with a survey of the literature on schoolreadiness.
It was decided to do an empirical study where 75
grade one pupils were sUbjected to the Aptitude Test for School
Beginners (ASB) to identify any possible factors which would indicate
non-schoolreadiness. The results indicated that a large
group of pupils still have problems with spatial orientation,
gestalt and co-ordination after the initial TED schoolreadiness
programme. In the light of the mentioned perceptual-motor
problems, some guidelines were designed to be used in a programme
to stimulate the child to become more schoolready...