Die effek van 'n gestruktureerde wiskunde- en wetenskapskoolgereedmakingsingreep.
- Authors: De Jager, Melodie
- Date: 2014-04-03
- Subjects: Readiness for school - Testing , Educational tests and measurements - South Africa - Evaluation. , Mathematical ability - Testing. , Science - Ability testing.
- Type: Thesis
- Identifier: uj:10512 , http://hdl.handle.net/10210/10014
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract.
- Full Text:
- Authors: De Jager, Melodie
- Date: 2014-04-03
- Subjects: Readiness for school - Testing , Educational tests and measurements - South Africa - Evaluation. , Mathematical ability - Testing. , Science - Ability testing.
- Type: Thesis
- Identifier: uj:10512 , http://hdl.handle.net/10210/10014
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract.
- Full Text:
Riglyne vir 'n leergereedmakingsprogram vir nie-skoolgereed graad een-leerlinge
- Engelbrecht, Magdalena Aletta
- Authors: Engelbrecht, Magdalena Aletta
- Date: 2014-02-11
- Subjects: Readiness for school - Testing , Perceptual-motor processes - Testing
- Type: Thesis
- Identifier: uj:3783 , http://hdl.handle.net/10210/9158
- Description: 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...
- Full Text:
- Authors: Engelbrecht, Magdalena Aletta
- Date: 2014-02-11
- Subjects: Readiness for school - Testing , Perceptual-motor processes - Testing
- Type: Thesis
- Identifier: uj:3783 , http://hdl.handle.net/10210/9158
- Description: 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...
- Full Text:
Die optimalisering van skoolbegin
- Authors: Grové, Magdalena Catherina
- Date: 2014-02-10
- Subjects: Readiness for school - Testing , Child development - Evaluation , Educational tests and measurements - Evaluation , Ability - Testing - Evaluation
- Type: Thesis
- Identifier: uj:3693 , http://hdl.handle.net/10210/9076
- Description: D.Ed (Educational Psychology) , It is a well known fact that, especially in the developed and industrialised countries the child can not but attain adulthood and independence via the school and school learning. The child's progress at school depends largely on his readiness to learn. Because it is no longer acceptable for the school to receive school beginners with a take-it or leave-it attitude and practice, the Transvaal Education Department adopted the policy that all school beginners be subjected to a school readiness programme to ensure that they will in fact profit from formal learning. Because application of the prescribed procedures which underlies all these programmes had not yet been investigated empirically, an intensive evaluation was conducted in 1977 at the RAU. The findings indicated certain deficiencies in the existing programme. It appeared, for example, that differentiation was not applied sufficiently and that more emphasis should be laid on certain aspects of cognitive development. An attempt was therefore made in this study to redesign the existing programme. Firstly it was necessary to arrive at a pedagogical view of school entrance which implied a close examination of the school beginner's development and learning, whi~h also emphasised the importance of the teacher's becoming acquainted with the child's level op development on school entry as well as with its learning in order to know how, where and how much she can, may and ought to intervene in the child's development and learning.
- Full Text:
- Authors: Grové, Magdalena Catherina
- Date: 2014-02-10
- Subjects: Readiness for school - Testing , Child development - Evaluation , Educational tests and measurements - Evaluation , Ability - Testing - Evaluation
- Type: Thesis
- Identifier: uj:3693 , http://hdl.handle.net/10210/9076
- Description: D.Ed (Educational Psychology) , It is a well known fact that, especially in the developed and industrialised countries the child can not but attain adulthood and independence via the school and school learning. The child's progress at school depends largely on his readiness to learn. Because it is no longer acceptable for the school to receive school beginners with a take-it or leave-it attitude and practice, the Transvaal Education Department adopted the policy that all school beginners be subjected to a school readiness programme to ensure that they will in fact profit from formal learning. Because application of the prescribed procedures which underlies all these programmes had not yet been investigated empirically, an intensive evaluation was conducted in 1977 at the RAU. The findings indicated certain deficiencies in the existing programme. It appeared, for example, that differentiation was not applied sufficiently and that more emphasis should be laid on certain aspects of cognitive development. An attempt was therefore made in this study to redesign the existing programme. Firstly it was necessary to arrive at a pedagogical view of school entrance which implied a close examination of the school beginner's development and learning, whi~h also emphasised the importance of the teacher's becoming acquainted with the child's level op development on school entry as well as with its learning in order to know how, where and how much she can, may and ought to intervene in the child's development and learning.
- Full Text:
Uitvalle in skoolgereedheidstoetsing en latere leerprobleme
- Authors: Lanser, Anna C.
- Date: 2014-04-10
- Subjects: Readiness for school - Testing , Learning disabilities - Diagnosis
- Type: Thesis
- Identifier: uj:10568 , http://hdl.handle.net/10210/10094
- Description: D.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Lanser, Anna C.
- Date: 2014-04-10
- Subjects: Readiness for school - Testing , Learning disabilities - Diagnosis
- Type: Thesis
- Identifier: uj:10568 , http://hdl.handle.net/10210/10094
- Description: D.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
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