Effek van dagsorg op die wording van die kind

Abstract

The child's becoming is influenced by the education situation as a whole. The mother-child relationship plays a crucial role to the child's becoming, hence the initial bonding between mother and child is considered all-important. All further becoming is based on the motherchild relationship. Another factor that influences becoming is the family situation, with specific reference to the father. Because the family functions in the context of a particular society, the shift of emphasis in the modem family and social factors cannot be discounted in the discription of becoming. Becoming takes place in conjunction with learning, development and maturation. These processes are differentiable but inseparable. The different domains of becoming and development, namely the affective, cognitive, normative, physical and social, form the overall context within which the child is investigated. An adequate educational environment leads tot the child's adequate becoming. At the centre of any adequate educational environment is the educator acting as mediator between child and learning content. Both the primary and the secondary educational situation should comply with the requisites for adequacy. An empirical investigation was undertaken in accordance with ideographic research methods. The status of overall becoming and development in children who had been subjected to different types of daycare was determined in relation to the education situation as a whole, which is why both the primary and the secondary educational situation were drawn into the investigation. This research has produced the finding that daycare does not necessarily harm the child's becoming. The overall educational situation must be considered at all times. Daycare has a recognisable influence on the child's becoming, but the mother-child relationship is the most decisive factor for the child's becoming.

Kinderlike wording word deur die opvoedingsituasie as totaliteit belnvloed. Die moederkindverhouding speel die allerbelangrikste rol by kinderlike wording. Daarom word die aanvanklike binding tussen moeder en kind baie hoog aangeskryf. Alie verdere wording word geskoei op die moeder-kindverhouding. Die gesinsituasie, met spesifieke verwysing na die vader, is verdere faktore wat wording belnvloed. Omdat die gesin binne 'n bepaalde samelewing funksioneer, kan die klemverskuiwing van die moderne gesin en die samelewingsfaktore nie buite rekening gelaat word by die beskrywing van wording nie. Wording vind sy neerslag in samewerking met leer, ontwikkeling en ryping. Hierdie begrippe is onderskeibaar, maar kan nooit geskei word nie. Die verskillende domeine van wording en ontwikkeling, naamlik die affektiewe, kognitiewe, normatiewe, fisieke en sosiale domeine, vorm die totaliteit waarbinne die kind beskou word. 'n Toereik:ende opvoedingsmilieu gee aanleiding tot toereikende wording by die kind. Midde 'n toereikende opvoedingsmilieu staan die opvoeder as bemiddelaar tussen die kind en die inhoud. Die primere sowel as die sekondere opvoedingsituasies behoort aan die vereistes van toereikendheid te voldoen. 'n Empiriese ondersoek is aan die hand van die ideografiese navosingsontwerp onderneem. Die wording en ontwikkeling van kinders vanuit verskillende tipes dagsorg is bepaal. Die wording en ontwikkeling van die kind in totaliteit word in aanmerking geneem. Wording word dan in verband gebring met die opvoedingsituasie in sy totaliteit. Daarom is die primere sowel as die sekondere situasies by die ondersoek betrek. Hierdie navorsing bevind dat kinderlike wording nie noodwendig negatief deur dagsorg beinvloed word nie. Die totale opvoedingsituasie van die kind moet telkens in berekening gebring word. Dagsorg oefen wel 'n invloed op kinderlike wording uit, maar die moederkindverhouding is die mees bepalende faktor by kinderlike wording.