Reception classes : a model for bridging informal and formal education
| dc.contributor.advisor | Urbani, G. | |
| dc.contributor.advisor | Vos, M.S. | |
| dc.contributor.author | Siebalak, Shamilla. | |
| dc.date.accessioned | 2011-07-04T08:54:28Z | |
| dc.date.available | 2011-07-04T08:54:28Z | |
| dc.date.issued | 1997 | |
| dc.description | Submitted in fulfilment ofthe 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.abstract | The aim of this investigation was to determine the role of reception classes in bridging informal and formal education. An introductory description of the life-world of the preschool child was given. It is essential for the child to orientate himself in relation to his world; and for this purpose he must understand the significance of other people, objects/ ideas and himself The bases of relationships which the preschool child forms, namely the physical, psychological, social and cultural bases, were described. This was followed by an examination of the relationships he forms with himself, his parents, peers, objects/ideas, and religion The self-actualization of the preschool child as a person was discussed; that is helping the child to become the best that he is able to become. Conditions for the emergence of school readiness, criteria for school readiness and factors hindering school readiness were examined. An overview was provided of preschool education in the Republic of South Africa with specific reference to its origin and development thereof in the different provinces before 1994. Attention was also given to the inter-provincial movement regarding preschool as well as the present status of reception classes in the country. A literature study was also made of the existing preschool models for the different race groups in KwaZulu-Natal (former Natal), as well as governmental and non-governmental involvement in preschool education. The reception class model was discussed with reference to the programmes offered, curriculum, accreditation, training of teachers and funding. The quality of preschool education presently rendered in KwaZulu-Natal was explored with regard to the training of teachers, pupil-teacher ratio and preschool facilities. In conclusion, a summary of the investigation and findings emanating from the literature study was presented Based on these findings, the following recommendations were made: Provision for reception classes should form part of the free and compulsory education plan of the government. Urgent attention should be given to parent guidance and involvement programmes in the education of preschool children. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/694 | |
| dc.language.iso | en | en_US |
| dc.subject | Non-formal education. | en_US |
| dc.subject | Reception classes | en_US |
| dc.title | Reception classes : a model for bridging informal and formal education | en_US |
| dc.type | Thesis | en_US |