Die begeleidingsrol van ouers met kinders wat leerobstruksies ondervind / Johanna Aletta Kruger

• Main Author: Kruger, Johanna Aletta
• Language: other
• Published: North-West University 2013
• Subjects: Educational essences; Educational aim; Educational relationships; Educational progress; Educational actions; Extrinsic barriers to learning; Intrinsic barriers to learnings; Educational errors; Selfactual isation
• Online Access: http://hdl.handle.net/10394/7848

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. === Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004