Sosiodramatiese spel : ''n formaat vir geletterdheid?' binne Suid-Afrikaanse konteks

[摘要] ENGLISH ABSTRACT:This study duplicates the research done by Vedeler (1997) in which she investigatesdramatic playas a format for literate language. Particular attention is given to thelimitation she identified in her study, namely that the same results might not be obtainedin studies using children from other cultures/ socio-economic environments.This study using children from another cultural! socio-economic environment, in thiscase a particular South African environment, was undertaken to determine whether or nother postulation that, sociodramatic play elicits literacy, was true. The extent to whichVedeler' s findings are transmittable to a third world context was also investigated. In thisstudy Vedeler's methodology was implemented as far as possible.The results of this study partially confirm Vedeler' s postulation that studies usmgdifferent participants could produce different results. They also partially contradict herpostulation. The present study confirms that cultural context probably affects the resultsobtained in duplicating Vedeler's experiment. However, sufficient evidence was found toconfirm Vedeler' s hypothesis that participation in sociodramatic play results in the use ofmore advanced syntactic language by children. The conclusion can be drawn that,although the findings in her research can be generalised to different contexts, strongaccount will have to be taken of various factors. These factors are the nature of thecultural context in which the experiment is conducted, the development of the child inthis context and the influence this context has on the child's language development.

[发布机构] Stellenbosch University