THIS STUDY REPORTS ON A learner-support intervention aimed at the development of perceptual-motor skills of kindergarten learners from disadvantaged environments. A quantitative research method was followed which consisted of a three-group, pre-test/post-test design. Three Grade R (kindergarten) schools were selected by means of a convenience sample. Two schools were selected from disadvantaged communities (Quintile 1 schools)—C1 (n = 30) and E (n = 25)—and one from a more advantaged community (Quintile 3 school)—C2 (n = 22). A two-level perceptual-motor intervention was implemented in school E for nine months. All participants were tested before and after the intervention by means of a school-readiness test. Results were analysed using an analysis of variance (ANOVA), dependent t-tests and an analysis of covariance (ANCOVA) to determine differences among and within groups. A significant relationship was found between school readiness and perceptual-motor development. Results also suggested that a perceptual-motor intervention could aid learners from disadvantaged environments in overcoming factors which impede school readiness.
References
1.
BarkhuizenM., & SteynH. (2011). Die moontlike verandering van uitkomsgebaseerde onderwys in die Grondslagfase-klaskamer [The possible change of outcomes-based education in the Foundation Phase classroom]. Tydskrif vir geesteswetenskappe [Journal of Humanities], 51(1), 45–52.
2.
ChisholmL. (2005). The quality of primary education in South Africa. Background paper prepared for UNESCO Education for All Global Monitoring Report.Paris: UNESCO.
3.
De VilliersM. (2009). Die ontwikkeling en evaluering van ‘n intervensieprogram om kinders se stresweerstandigheid te bevorder [The development and evaluation of an intervention program to promote children's stress resistance] (Unpublished PhD thesis). University of the Free State, Bloemfontein, South Africa.
4.
DialeB., PillayJ., & FritzE. (2014). Dynamics in the personal and professional development of life-orientation teachers in South Africa, Gauteng Province. Journal of Social Science Interdisciplinary Reflection of Comtemporary Society, 38(1), 83–93.
5.
ELRU. (2012). R18 bn for Grade R—will programming ensure the best outcome for children? Retrieved 27 February, 2014, from www.elru.co.za.
6.
ErasmusM. (2011). Deficiencies within the education system with regard to perceptual motor learning preparation of Grade R learners. South African Journal of Childhood Education, 1(1), 46–63.
7.
ErasmusM. (2012). Riglyne vir perseptueel-motoriese intervensieprogram om die skoolgereedheid van Graad R-leerders te bevorder [Guidelines for a perceptual motor intervention program to promote the school readiness of Grade R learners] (Unpublished PhD thesis). North-West University, Potchefstroom, South Africa.
8.
GligorovicM., RadicsesticM., NikolicS., & IlicstovicD. (2011). Perceptual-motor abilities and prerequisites of academic skills. Specijalna Edukacija i Rehabilitacija [Special Education and Rehabilitation], 10(3), 405–434.
9.
GrovéM. (1982). Volgende jaar skool toe [Next year to school].Kaapstad, South Africa: HAUM.
10.
HarwoodD., KlopperA., OsanyinA., & VanderleeM. (2013). ‘It's more than care’: Early childhood educators' concepts of professionalism. Early Years, 33(1), 4–17.
11.
KappJ. A. (2011). Children with problems. An orthopedagogical perspective (17th ed.). Pretoria, South Africa: Van Schaik.
12.
KawaguchiD. (2011). Actual age at school entry, educational outcomes, and earnings. Journal of the Japanese and International Economies, 25(2), 64–80.
13.
KopcanovaD. (2009). The level of school maturity and intellectual level of children from socially disadvantaged settings in the context of (non-) participation in the school preparation. School and Health, 21(1), 313–321.
14.
Lara-CinisomoS., FuligniA., RitchieS., HowesC., & KarolyL. (2008). Getting ready for school: An examination of early childhood educators belief systems. Early Childhood Educational Journal, 35(4), 343–349.
15.
Lara-CinisomoS., FuligniA. S., DaughertyL., HowesC., & KarolyL. (2009). A qualitative study of early childhood educators' beliefs about key preschool classroom experiences. Early Childhood Research and Practice, 11(1). Retrieved 14 May, 2013, from http://ecrp.uiuc.edu/v11n1/lara.html.
16.
Le RouxS. (1995). Handleiding vir die toepassing vir ‘n groeptoets vir skoolgereedheid [Manual for the application for a group test for school readiness] (p. 24). Pretoria, South Africa: University of Pretoria.
17.
Le RouxS. (2010). Optima school readiness assessment manual.Pretoria, South Africa: Le Roux.
18.
LeedyP. D., & OrmrodJ. E. (2010). Practical research planning and design (8th ed.). Upper Saddle River, NJ: Prentice Hall.
19.
LeGearL., GreylingL., SloanE., BellR., WilliamsB., NaylorP., & TempleV. A. (2012). A window of opportunity? Motor skills and perceptions of competence of children in Kindergarten. International Journal of Behavioral Nutrition and Physical Activity, 9(29).
20.
LenyaiE. (2009). The design and implementation of intervention programmes for disadvantaged school beginners.Pretoria, South Africa: University of Pretoria.
21.
ManningM., HomelR., & SmithC. (2010). A meta-analysis of the effects of early developmental prevention programs in at-risk populations on non-health outcomes in adolescence. Children and Youth Services Review, 32(4), 506–519.
22.
MareeK. (2010). First steps in research (6th ed.). Pretoria, South Africa: Van Schaik.
MühlenwegA. M., & PuhaniP. A. (2010). The evolution of the school-entry age effect in a school tracking system. Journal of Human Resources, 45(2), 407–438.
26.
NoresM., & BarnettW. S. (2010). Benefits of early childhood interventions across the world: (Under) investing in the very young. Economics of Education Review, 29(2), 271–282.
27.
PienaarA., BarhorstR., & TwiskJ. (2013). Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-Child study. Child: Care, Health and Development, 40(3), 370–380.
28.
PienaarA., Van RensburgE., & SmitA. (2011). Effect of a kinderkinetics programme on components of children's perceptual-motor and cognitive functioning. South African Journal for Research in Sport, Physical Education and Recreation, 33(3), 113–118.
29.
PrinsK. (2010). Onderwysers se belewing van transformasie: Implikasies van onderwysbestuur [Teachers' experience of transformation: Implications of education management] (Unpublished MEd Verhandeling). University of South Africa, Pretoria, South Africa.
30.
RoopnarineJ., & JohnsonJ. (2011). The socio-cultural contexts of early education in Caribbean societies: A focus on transition to primary school. Educating the Young Child, 4(3), 163–175.
31.
South African Department of Basic Education (SADoBE). (2011a). Curriculum and assessment policy statement (CAPS) Foundation Phase, Life SKills, Grades R–3. Retrieved 15 May, 2014, from www.info.gov.za.
South African Department of Basic Education (SADoBE). (2011c). South African Schools Act (Act no 84 of 1996)—Amended national norms and standards for school funding. Retrieved 2 June, 2012, from www.education.gov.za/LinkClick.aspx?fileticket=808cFmkP8U4=.
34.
South African Department of Education (SADoE). (2001a). Education White Paper 5—Early childhood education. Meeting the challenge of early childhood development in South Africa. Retrieved 15 April, 2014, from www.education.gov.za.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2007). Strong foundations: Early childhood care and education. Retrieved 12 April, 2012, from http://unesdoc.unesco.org/images/0014/001477/147794e.pdf.
