| Summary: | The challenges of backlogs experienced amongst Grade R-learners, results in learners not
being school and learning ready when entering Grade 1. Obstacles for example are
insufficient stimulation, under developed perception, and poor gross and fine motor skills,
require early intervention and ought to receive attention in Grade R. From the socialecological
perspective and taking into consideration the great amount of learners in South
Africa originating from deprived environments, the study is focused in the domain of the
Social Deprivation Theory. The bio-ecological context within which learners find themselves,
influence the cognitive and perceptual development of every learner. Epistemologically the
study focuses on the similarity between Critical Theory and Interpretivism. Critical Theory
highlights the meaning of experience as manifested in relation to social circumstances and
developmental background. Interpretivism in this study focuses on the meaning which
individuals attach to their experiences in the spotlight and results in greater understanding
and insight of the researched phenomenon. Circumstances of deprivation occur worldwide,
even in developed countries like United States of America (USA) and England. Already for
decades in USA young children gain in their development through intervention in early
childhood (Ludwig & Phillips, 2007). Duncan and Brooks-Gunn (2000) identified a relation
between child poverty/deprivation and poor school performance in the USA. Research in
England (Thompson, 2000) shows that the impact of social neglect of children have serious
consequences.
The National Education Policy Act (Pandor, 2008; SA DvO, 1997:2) uses Early Childhood
Development (ECD) as an umbrella term which refers to the development processes
whereby children physically, intellectually, emotionally, spiritually, morally and socially grow
and develop from birth to the age of nine years (SA, DoE, 1995, White paper 5,). The kind of
education learners receive in Grade R is crucial to their further development in the education
system (Van Zyl, Le Roux & Janse van Rensburg 2011, DvO, 1997:2). Learners lacking an
adequate foundation may experience difficulties throughout their school career. In South
Africa there is concern as to the standard of education and training, manifesting in a low pass
rate on Grade 12-level.
This study is undertaken to determine the current shortages in the South African educational
system which may hinder the learning potential of Grade R-learners. An attempt is made to
determine which handicaps/backlogs Grade R-learners experience, which fits the framework
of the deprivation theory, which can undermine learner readiness. This study determine
whether intervention by means of a perceptual-motor skills programme can enhance the school readiness of pre-school learners. Finally to determine which shortages/ backlogs
exists in the perceptual-motor skills of Grade R nlearners from deprived backgrounds in
South Africa. Guidelines for a perceptual-motor intervention program was developed through
this study. A combination of quantitative and qualitative data-analysis is used in this study
(Onwuegbuzie, Johnson en Collins, 2009).
The dissertation is compiled in article format. In the first article of the study, the issues of
teacher development and support mechanisms and equipment at primary schools and
kindergartens are explored. Qualitative and phenomenological research was undertaken and
information was gathered by means of questionnaires directed at teachers. In the following
article the school readiness of 48 Grade R-learners from deprived backgrounds were tested.
The research participants came from similar sosio-economic background, from quintile one
and two schools. Seeing that those were the only primary schools with Grade R classes in
that area, they were identified on behalf of their availability. In this study the data was
analysed and descriptive statistics (means, averages, standard deviations, minimum and
maximum values, percentages) and t-tests were used to determine variations in terms of
perceptual motor skill development and learning readiness.
An experimental group of 21 Grade R learners followed a 10 week long perceptual-motor
skills intervention programme. In the follow-up school readiness test (article 3), results
indicated that the intervention showed a positive response with regards to the school
readiness of the Grade R learners. Drawing to a conclusion (article 4), the intervention
programme is critically discussed and recommendations were made to all those concerned
with Grade R teaching (teachers, principals, Departments of Education).
The conclusion according to the results of the research shows that the intervention had a
positive effect on the school and learning readiness of this group of Grade R learners. === Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2012
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