Die Suksesbelewing van die kinderhuiskind met spesifieke verwysing na selfkonsepontwikkeling

Abstract

Die doel van hierdie studie was soos volg: Om te bepaal of daar 'n verband bestaan tussen selfkonsepontwikkeling en suksesbelewing by die kinderhuiskind; (ii) Om te bepaal of daar 'n verskil is tussen die selfkonsep van die kinderhuiskind en die selfkonsep van die kind wat by sy ouers woon. Die ontwikkelingsvlak van die adolessent is in terme van die ontwikkelingskrisisse volgens Erikson bespreek. Die liggaamlike, fisiologiese en sosiale ontwikkeling het aandag geniet. Die morele ontwikkeling van die adolessent volgens Kohlberg asook die kognitiewe ontwikkeling volgens Piaget, is bespreek. Enkele begrippe, faktore wat die selfkonsep beinvloed en die ontwikkeling van die selfkonsep van die kinderhuiskind, is bespreek. Veertien leerders van Abraham Kriel Kinderhuis in Langlaagte, Johannesburg en veertien leerders van Hoerskool Vorentoe in Johannesburg het ingewillig om deel van die proefgroep te vorm. Hieruit is een kinderhuiskind geselekteer, op wie 'n diepte-ondersoek uitgevoer is. Ten slotte is daar tot die gevolgtrekking gekom dat daar wei 'n verband bestaan tussen selfkonsepontwikkeling en die belewing van sukses. Daar is ook bevind dat die kinderhuisgroep 'n laer algemene selfkonsep as die ouerhuisgroep het.

The objectives of the study were as follows: (i) To establish whether there is a relationship between self concept development and experiencing of success of a foster home child; (ii) To establish whether there are differences between the self concept of a foster home child and a child residing in his parents' home. The level of development of the adolescent was addressed in terms of the developmental crises a~cording to Erikson. The physical, physiological as well as social development were also addressed. The moral development of the adolescent was addressed in terms of Kohlberg, while cognitive development were also addressed in terms of the Piaget's theory of cognitive development. Certain ideas and factors that influence the self concept, as well as the development of the self concept, were addressed. Fourteen learners from the Abraham Kriel Foster Home in Langlaagte, Johannesburg and fourteen learners from Vorentoe High School in Johannesburg declared themselves willing to partake as members of the test group. One learner from the foster home group was selected for a in-depth study. In conclusion it was found that there is a relationship between self concept development and the experience of success. It was furthermore found that the foster home group had a lower general self concept compared to the own parents group.