Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in
milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en
Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten
aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior
kleuters.
Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan
stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die
ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende
taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde
taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se
konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en
konkreet-gebonde as analities en abstrak.
Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat
uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is
omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of
ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding
van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of
mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye
verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se
venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe
te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere
suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en
te globaliseer.
Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten
aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te
word om potensieel-stimulerende leersituasies te skep.
This study focuses on the language development and -enrichment of senior toddlers in
environmentally deprived communities. The research group is an Afrikaans speaking Colouredand
Griqua community. It is evident that parents in this community reveal certain deficiencies
pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in
their senior toddlers.
Language development and -enrichment is in essence a socially mediated process and exposure
to stimulating language experiences enhances comprehension of colloquial usage within the
social context. The inadequate linguistic example set by both the family and the community
results in inadequate language development and -enrichment and the senior toddlers reveal their
impoverished, undifferentiated world of language in deficiencies pertaining to mastery of
language, style of language and code of language. The senior toddlers' conceptualization is
deficient and in their language usage they are rather descriptive and concrete-bound than analytic
and abstract.
It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities,
and a code of language is not adequately facilitated, because the parents do not know how to
derive profit from incidental learning situations and are ignorant pertaining to the creation and
utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and
fixation.. of certain concepts, while broadening of a code of language refers to the. ability to
describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened
and expanded code of language is thus the result of regular exposure to a wide range of
stimulating experiences. This experiential framework later becomes the toddler's referential
framework which he uses to repeat information, to formulate requests, to name objects and to
accurately describe events. A broadened and expanded code of language is thus essential for
later successful learning, because it enables the learner to analyze, to synthesize and to globalize
new information.
The implication for the draft of a parental programme is that parents should not .only be
accompanied pertaining to the enrichment of their senior toddlers' language development, but
that parents in this deprived environment also explicitly be educated to create potential
stimulating learning situations at home.
