| Summary: | CHAPTER 1: Postulation of problem, purpose, method and program of study.
1. Postulating the problem:
The following problematical questions are investigated in this study
(i) Can the teaching methods of the school be based on the teaching-learning opportunities of the home?
(ii) Are the teaching-learning opportunities optimally actualised in the home and the school?
(iii) Will the experience of continuity and discontinuity have any effect on the pupil?
2. Aim of study:
The following aims have been set for this study:
(i) To determine if the teaching methods used in the school are structured on the basic teaching-learning methods, namely speech, play, example and command.
(ii) To discover the factors that influence the realisation of teaching-learning opportunities in the home.
(iii) To discover the factors that influence the realisation of teaching-learning opportunities in the school.
(iv) To find out what the effect on the pupil will be if he experiences continuity between the teaching-learning opportunities of the home and the school.
(v) To find out what the effect on the pupil will be if he experiences discontinuity between the teaching-learning opportunities of the home and the school.
3. Study method:
An extensive study has been done on different sources of literature. The programme of study is set out in the last part of chapter 1.
CHAPTER 2: Teaching - learning opportunities.
The origin and different teaching-learning opportunities are set out in this chapter. The relationship of teaching methods to teaching strategies and didactic principles will also be indicated.
1. Origin of teaching-learning opportunities:
The basic teaching-learning opportunities are to be found in the
family namely speech, play, example and command. They can only
qualify as teaching-learning opportunities if they are used in such
a way to achieve educational goals.
These basic teaching-learning opportunities can be traced back to
primitive communities. In the primitive community the father demonstrated
hunting and the making of weapons to his sons. The
mother demonstrated the preparation of food and the making of clothes
from skins, to their daughters.
The thoughts of prominent historic personalities are characterised
by their originality. They have expressed important ideas concerning
education which have been developed by followers.
The first knowledge can be traced back to the Bible when God instructed
Adam to name all the animals (Gen. 2:19). Speech as a
teaching-learning opportunity was also used by Jesus. His conversations were informal and He often made use of parables and proverbs.
2. The relationship of the original teaching-learning opportunities and teaching strategies to teaching methods:
The original informal teaching-learning opportunities found in the home are speech, play, example and command. There are three
important teaching strategies, namely indicative, selfdiscovery and
interactive. These teaching strategies represent a more general
plan of approach, under which teaching methods play a more instrumental
role in the revelation of learning content.
The formal teaching methods of the school can be based on the informal
teaching-learning opportunities of the home.
CHAPTER 3: Teaching-learning opportunities and the family.
In this chapter attention is given to the prerequisites for the establishing
of teaching-learning opportunities in the home. The importance of
the father and the mother actualising teaching-learning opportunities is
emphasised. Finally the factors influencing the realisation of teaching-learning
opportunities are identified.
1. Important prerequisites for the establishing of effective teaching-learning
Opportunities in the family:
The following prerequisites can be mentioned family harmony,
discipline and the relationship between parent and child.
2. Teaching-learning opportunities and the father:
The study indicated that the father should take great care to
implement teaching-learning opportunities successfully. The
father's work and social involvement may prevent him from actualising
teaching-learning adequately.
3. Teaching learning opportunities and the mother:
The mother as a housewife should take great care to actualize
teaching-learning opportunities. Her being at home is no guarantee
that teaching-learning opportunities are being implemented
optimally. The mother who is involved with household chores or
social activities can also neglect the upbringing of her children.
It is possible for the working mother to cope with sufficient
actualisation of teaching-learning opportunities. This can only
happen if the mother receives enough help with household chores
to enable her to spend enough time with the children.
4. Factors that will influence the realising of teaching - learning
Opportunities in the home.
The factors that influence the realising of teaching-learning
opportunities can be divided into two groups. The first group
contains the static factors. Their influence on teaching-learning
opportunities cannot be changed by other institutions, for example
the socio-economic status of the family. The influence of the dynamic
factors on teaching-learning opportunities can be changed.
CHAPTER 4: teaching - learning opportunities" and the school.
There are certain factors which will influence the teacher's optimal
actualisation of teaching-learning opportunities, Other factors have
been identified that will influence the pupil's involvement with teaching-learning
opportunities.
1. Teaching learning opportunities and the teacher:
The study identified the factors that can influence the teacher's
optimal realisation of teaching-learning opportunities. The pupil's
appearance, personality and school achievement can influence the
teacher's attitude towards him.
2. Teaching-learning opportunities and the pupil:
In the utilization of teaching-learning opportunities, teachers
should take the individual differences of pupils into consideration.
Special attention should be given to the pupils cognitive entry behaviour,
affective entry behaviour and the psychomotoric skills.
CHAPTER 5:
In this chapter continuity and discontinuity of teaching-learning opportunities
between home and school is discussed. Special attention is
given to the identification of discontinuity and how to rectify it.
1. Continuity:
The child will experience continuity if the teaching methods of the
school are based on the teaching-learning opportunities of the home.
It is also important that parents actualise teaching-learning opportunities
qualitatively and quantitatively.
2. Discontinuity:
If parents neglect the quantity and the quality of teaching-learning
opportunities, the child will suffer from discontinuity
when he enters school.
3. Continuity of teaching-learning opportunities:
The primary contribution towards continuity comes from the home.
The education provided by the parents is the most important preparation
for school entrance. The parents' contribution towards
the education of their child does not stop when the child enters
school. The responsibility of the parents cannot be handed over
to the school. Parents should be involved in the school and
should take an interest in the child's role as a pupil.
The most important aspect of the school's contribution towards
continuity are : co-operation between teacher and pupil ; sound
communication between home and school ; utilisation of the vocational
guidance system and promoting cultural activities in the
community.
4. Discontinuity of teaching-learning opportunities:
The most important consequence of discontinuity is the insufficient
actualisation of teaching-learning opportunities in the home. Other
important consequences of discontinuity are : the child not being
school ready the absence of parental interest in school activities
and the didactic incapability of the teacher. The influence
of discontinuity on the pupil, results in weak academic achievement,
behavioural problems and early drop-outs from school.
5. Identification of discontinuity:
It is important to identify discontinuity as soon as possible. The
teacher is in the most favourable position to identify discontinuity.
The pupil suffering from discontinuity should be observed very
carefully. These observations should comply with certain scientific
criteria.
6. Modification of discontinuity
The child suffering from discontinuity together with his parents
should be involved in a programme to rectify discontinuity. It
is very difficult to identify discontinuity in young children.
Special programmes should be available to prevent discontinuity.
CHAPTER 6: summary, conclusions and recommendations.
In this chapter recommendations in connection with identification
and modification of discontinuity are discussed. === Thesis (MEd)--PU vir CHO, 1986
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