Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie
proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante
geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan
luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee
ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe
ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van
skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking.
Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende
vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank
bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna
uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe
benadering m hierdie proefskrif aangedui. Hulpverlening met
geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende
scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind
aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings
en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale
lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op
voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die
mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf,
word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in
die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid
minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet
geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van
'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die
aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die
ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die
begryping en belewing van die werklikheid wat die mens omring.
Emergent literacy is probably the most important theme addressed in this thesis. The
purpose is to create age related opportunities for the pre-school child to experience
exposure and participation in listening-, vocal-, reading- and writing abilities on an
informal basis which serves as a point of departure. Early awareness of literacy
abilities as a component of cognitive development of the pre-school child has proved
to be essential - not only in respect of school readiness, but also with regard to
ultimate selfactualisation. The aim therefore goes beyond the mere training of the
pre-school child to an adequate level of competence to be well prepared for formal
schooling. Contrary to the well established policy in South Africa which determined
that pre-school education should be limited to the exclusive teaching of perceptual
abilities, an alternative approach has been considered in this thesis. Assistance with a
view to literacy development probably encompasses a more inclusive scenario in
order to address the requirements of the emotional, cognitive and social developing
pre-school child. Exposure to a new world of knowledge through which norms,
attitudes and abilities are acquired, has a direct influence on the quality of his total
life. Outcomes based education provides an excellent opportunity to acquire already
at pre-school level, literacy skills on an informal basis. The myth that only primary
schools have been allotted the privilege to teach learners to read and write, is being
critically questioned in this study. The change in emphasis is already evident in the
recently announced education policy, namely that the daily learning programme
Literacy must include at least 400/o of the foundation programme phase. The manner
in which literacy skills can be acquired are discussed in depth. Simultaneously
Literacy must include at least 400/o of the foundation programme phase. The manner
in which literacy skills can be acquired are discussed in depth. Simultaneously
important processes affecting the development of a phonological, semantic and
syntactic cognition are discussed. The acquisition of literacy skills appears not only
to be important to the development of life skills - it accomplishes access to and the
comprehension of as well as the perception of the reality surrounding man.
