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dc.contributor.authorAndrich, Christelle
dc.date.accessioned2014-09-17T12:24:27Z
dc.date.accessioned2016-02-26T06:14:26Z
dc.date.available2014-09-17T12:24:27Z
dc.date.available2016-02-26T06:14:26Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.11838/1873
dc.descriptionFull thesis Submitted in fulfilment of the requirements for the degree Master in Education in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014en_US
dc.description.abstractThis study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners in the pre-reading or pre-alphabetic phase. These areas are: Visual Perception (VP), cognitive development, early reading, teacher knowledge and the Grade R policy framework. The mainly qualitative data collected over a period of ten months was derived from various potential or actual sources of teacher subject knowledge of VP. The most important source was the existing knowledge base of the four Grade R teachers in the sample. The connections between the data provided a picture of the accuracy and explicitness of the VP conceptual-content in the sources. For the Grade R teachers to be competent in visual training design, they would need suitable subject knowledge capacitation in VP. The findings revealed that training undergone by most Grade R teachers is VP deficient; the Grade R curriculum is VP vague; teacher training requires more infusion of Grade R curriculum; the regional Grade R diagnostic test is VP rich, albeit semi-concrete and not concrete in the assessment activities’ learning levels; finally, the Grade R teachers in the sample are highly motivated, and they are hungry for professional development. Key words: subject knowledge; Visual Perceptual Skills (VPS)/Visual Perception (VP); visual-training design; pre-reading/pre-alphabetic phase; professional development.en_US
dc.language.isoenen_US
dc.publisherCape Peninsula University of Technologyen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/
dc.subjectReading (Early childhood) -- South Africaen_US
dc.subjectElementary school teaching -- South Africaen_US
dc.subjectEarly childhood education -- South Africaen_US
dc.subjectVisual perception in childrenen_US
dc.subjectProfessional developmenten_US
dc.titleGrade R teachers’ subject knowledge of visual perceptual skills for early readingen_US
dc.typeThesisen_US


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