Die rol van teken in die skryfontwikkeling van graad R-leerders
| dc.contributor.advisor | Van Zyl, Erna | |
| dc.contributor.author | Groenewald, A. E. | |
| dc.date.accessioned | 2015-11-24T14:21:29Z | |
| dc.date.available | 2015-11-24T14:21:29Z | |
| dc.date.issued | 2010-11 | |
| dc.description.abstract | English: This research comprises two articles. Article 1 covers the Behavioristic product centred approach to drawing development in grade R. This study reviews the historic, analytical view critically and accepts that the drawings of grade R pupils develop according to inherent, god given rules. This quantitative study shows that strategies such as modeling, instruction, negotiated drawings and the development of vocabulary can strengthen and accelerate drawing performance. Therefore Behaviorism is still relevant in OBE, because it not only delivers a more detailed drawing product, but it also attributes to the development of language and specific writing development. Because the child gains control of the drawing- and writing medium, pencil grip and line structure, he in addition also learns how to express his thoughts and his own verbal meaning in an ordered fashion. A purposive theoretical sampling was taken from the grade R classroom of a combined school in the Naledi district, because the group’s drawing development is typical of the average grade R child in South Africa. Over the course of one school year – as part of the usual year program – the drawing performance as well as their writing development was assessed during January and November. A self compiled 20 point scale as well as the assessment standards for writing of the Department of Education were used as measuring instruments. This so-called passive (ancient) Behavioristic way of teaching enables both the child and the teacher, but the study emphasizes that a drawing can never be assessed only in a quantitative way with the child not receiving objective marks for the amount of detail, without his or her verbal explanation. Therefore it is advisable that this method is combined with a more dynamic, Constructivistic approach, in order that drawing development is used for a specific purpose. This research comprises two articles. Article 1 covers the Behavioristic product centred approach to drawing development in grade R. This study reviews the historic, analytical view critically and accepts that the drawings of grade R pupils develop according to inherent, god given rules. This quantitative study shows that strategies such as modeling, instruction, negotiated drawings and the development of vocabulary can strengthen and accelerate drawing performance. Therefore Behaviorism is still relevant in OBE, because it not only delivers a more detailed drawing product, but it also attributes to the development of language and specific writing development. Because the child gains control of the drawing- and writing medium, pencil grip and line structure, he in addition also learns how to express his thoughts and his own verbal meaning in an ordered fashion. A purposive theoretical sampling was taken from the grade R classroom of a combined school in the Naledi district, because the group’s drawing development is typical of the average grade R child in South Africa. Over the course of one school year – as part of the usual year program – the drawing performance as well as their writing development was assessed during January and November. A self compiled 20 point scale as well as the assessment standards for writing of the Department of Education were used as measuring instruments. This so-called passive (ancient) Behavioristic way of teaching enables both the child and the teacher, but the study emphasizes that a drawing can never be assessed only in a quantitative way with the child not receiving objective marks for the amount of detail, without his or her verbal explanation. Therefore it is advisable that this method is combined with a more dynamic, Constructivistic approach, in order that drawing development is used for a specific purpose. | en_ZA |
| dc.description.abstract | Afrikaans: Hierdie navorsing bestaan uit twee artikels. Artikel 1handel oor die behavioristiese, produkgesentreerde benadering tot tekenontwikkeling in graad R. Hierdie studie neem die historiese, analitiese sienswyse krities in oënskou en aanvaar dat graad R-leerders se tekeninge volgens inherente, godgegewe reëls ontwikkel. Hierdie kwantitatiewe studie toon dan dat strategieë soos modellering, instruksie, onderhandelingstekeninge en woordeskatuitbreiding teken prestasie kan versterk en versnel. Behaviorisme is gevolglik steeds relevant in UGO, omdat dit nie alleen ‘n beter gedetaileerde tekenproduk oplewer nie, maar ook bydra tot taalontwikkeling en spesifiek skryfontwikkeling. Omdat die kind beheer oor die teken- en skryfmedium, potloodgreep en lynstruktuur bekom, kan hy sy denke en eie verbale betekenis makliker op geordende wyse weer gee. ‘n Doelgerigte steekproeftrekking (purposive/theoretical sampling) is in die graad R-klaskamer in ‘n gekombineerde skool in die Naledi-distrik uitgevoer, omdat die groep se tekenontwikkeing tipies van die deursnee graad R-kind in S. A. is. Oor ‘n tydperk van een skooljaar - as deel van die gewone jaarprogram - is leerders se tekenprestasie, asook hul skryfontwikkeling gedurende Januarie en November ge-assesseer. ‘n Selfopgestelde 20-puntskaal en die Onderwysdepartement se assesseringstandaarde vir Skryf het onderskeidelik gedien as meetinstrumente. Hierdie sogenaamde passiewe (outydse) behavioristiese wyse van onderrig bemagtig beide kind en onderwyser, maar die studie beklemtoon dat ‘n tekening nooit op kwantitatiewe wyse alleen beoordeel kan word en nie objektiewe punte kan behaal vir hoeveelheid detail, sonder die kind se eie verbale verklaring nie. Daar word dus aanbeveel dat hierdie metode gekombineer word met ‘n meer dinamiese, konstruktivistiese benadering, sodat tekenontwikkeling vir ‘n doel aangewend word. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/1887 | |
| dc.language.iso | af | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (M. Ed. (Psychology of Education))--University of the Free State, 2010 | en_ZA |
| dc.subject | Early childhood education -- South Africa | en_ZA |
| dc.subject | Early childhood education -- Research | en_ZA |
| dc.subject | Early childhood education -- Study and teaching (Preschool) | en_ZA |
| dc.subject | Interpreting child art | en_ZA |
| dc.subject | Art as mental test | en_ZA |
| dc.subject | Development in drawing | en_ZA |
| dc.subject | Young children | en_ZA |
| dc.subject | Piaget | en_ZA |
| dc.subject | Behaviorism | en_ZA |
| dc.subject | Self-efficacy | en_ZA |
| dc.subject | Self-regulation | en_ZA |
| dc.subject | Meta-cognition | en_ZA |
| dc.subject | Whole Language Approach | en_ZA |
| dc.subject | Mediation | en_ZA |
| dc.subject | Emergent writing | en_ZA |
| dc.subject | Drawing process | en_ZA |
| dc.subject | Vygotski | en_ZA |
| dc.subject | Constructivism | en_ZA |
| dc.subject | Pre-school | en-ZA |
| dc.subject | Analyzing children’s art | en_ZA |
| dc.title | Die rol van teken in die skryfontwikkeling van graad R-leerders | en_ZA |
| dc.type | Dissertation | en_ZA |