Parental authority perspectives of grade one parents

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dc.contributor.advisorUrbani, G.
dc.contributor.advisorVos, M.S.
dc.contributor.authorVenketsamy, Thungavel
dc.date.accessioned2011-05-30T08:04:48Z
dc.date.available2011-05-30T08:04:48Z
dc.date.issued1997
dc.descriptionSubmitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1997.en_US
dc.description.abstractThe aim of this investigation was to establish the parental authority perspectives of grade one parents by means of a literature and empirical study. As introduction the life-world of the grade one child was reviewed. Life-world is the world in which people conduct both a way of life and mode of being and can be represented as a network of relationships with himself, others, objects and ideas and God. This Gestalt of meaningful relationships makes up the individual's life-world. The grade one child's self-image, the outcome of the relationships with himself, is formed mainly through his relations with people and objects and strongly influences the quality of these relationships. The relationship with parents is qualified by love which implies mutual knowledge, care, trust and authority. Parents who educate their children according to strict, but fair authority, give them security and diroinish doubt and anxiety. The different authority styles of parents were discussed. Some parents adopt an authoritarian parenting style whereby they are the ones in control and decide on all activities and procedures for the children. On the other extreme, parents exert a permissive style of exercising authority which allows the child total freedom to do what he pleases with very little or no discipline and punishment. The most accountable parenting style seems to be exercised by democratic parents. These parents set broad limits, give advice, encourage their children, allow for open communication between parent and child and exercise authority positively. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 80 questionnaires completed by the parents of grade one children attending schools in Umkomaas. The data thus obtained was processed and interpreted by means of descriptive statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive statistics were presented. Based on these findings, the following recommendations were made: The re-assertion of parents as authoritative figures. Guidance and involvement programmes for parents. That further research must be done regarding the parental authority perspectives of grade one parents.en_US
dc.identifier.urihttps://hdl.handle.net/10530/579
dc.language.isoenen_US
dc.subjectParent and child.en_US
dc.subjectParental authority at schoolen_US
dc.titleParental authority perspectives of grade one parentsen_US
dc.typeThesisen_US
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