The emotional responses of children with learning difficulties regarding their social interaction experiences

• Main Author: Meisch, Theresa
• Other Authors: Dr M Moletsane
• Published: 2013
• Subjects: Peer-learning; Learning difficulties; Emotional intelligence; Resilience; Emotions; Self-image; Emotional responses; Group-learning; Social interaction; Peers; UCTD
• Online Access: http://hdl.handle.net/2263/26716; Meisch, T 2009, The emotional responses of children with learning difficulties regarding their social interaction experiences, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/26716 >; http://upetd.up.ac.za/thesis/available/etd-07272010-130448/

The study is a qualitative explanation of the emotional responses of children with learning difficulties regarding their social interaction experiences. The primary research question that guided the study is: What are the emotional responses of children with learning difficulties regarding their social interaction experiences? Two learners were selected to participate in the study. Activity sessions, observations and interviews were conducted to determine the participants’ emotional responses regarding their social interaction experiences. Theme analysis was used to analyze the data collected. Seven main themes with sub-themes pertaining to the main themes, emerged from the data. The findings of the study are understood in terms of a Vygotskian social development framework. The study revealed that the participants, identified as having learning challenges, experienced difficulties in their social interaction experiences. Their emotional responses to their social interaction experiences indicated that the participants found peer learning to be emotionally challenging. They further indicated that they were not included in the majority of their peers’ social activities in the playground setting. Both participants have developed methods of resilience to help them cope with the challenges they face in their social interaction experiences with their peers. These methods help to alleviate stress caused due to the challenges they face with social interaction but these forms of resilience do not help the participants to experience learning taking place in Vygotsky’s (1978) Zone of Proximal Development as the coping mechanisms employed by the participants remove the participants from the majority of their peers’ interactions, rather than include them. Learning in Vygotsky’s (1978) Zone of Proximal Development relies on social interaction, supported by more able peers or adults, resulting in learning taking place at a higher level than the individual would be able to achieve on their own. Copyright === Dissertation (MEd)--University of Pretoria, 2010. === Educational Psychology === unrestricted