Leerondersteuningsriglyne vir graad 1-leerders uit 'n historiesbenadeelde omgewing

[摘要] ENGLISH ABSTRACT:Historical disadvantaged learners do not necessarily acquire the necessary skills that areessential for successful enrolling in a school in the primary educational environment.Certain factors in the problematic situation of the historical disadvantaged play animportant role in the readiness of the child to learn. Due to the vicious circle ofpoverty, young children are caught in a web of insufficient education, lack ofinvolvement and illiteracy of parents and are often left emotionally, socially andintellectually deprived.A case study was used in a qualitative research design, which involved a focused studyof the Grade 1 class at Vlottenburg Primary, outside Stellenbosch. It was found thatfactors within the learner's immediate environment frequently inhibit his or herdevelopment, but that it can not be separated from the effect of socio-economic factorswhich filter through to the wider community, family, the school and everyday existenceof the learner. Teachers are often not capable to educate and take care of overcrowdedclasses with learners that are on different levels of readiness and development and tohandle the class situation in historical disadvantaged areas.Learning support guidelines, which are based on the research findings, were drawn upto empower teachers from historical disadvantaged communities to work with learnersfrom disadvantaged environments and to give them the opportunity to development totheir full potential. In future, there should be a focus on the empowerment of parents tobreak free from poverty and illiteracy. This will have a positive effect on the educationof the child.

[发布机构] Stellenbosch University