Diagnostiese waarde van klei as projeksiemedium

Abstract

he goal of this research study is to determine whether clay has any diagnostic value to the Educational Psychologist. The phenomenon of claywork with children has been examined by literature to determine whether this subject has been researched before. The developmental phases in claywork and the development of clayfigures are discussed, as well as the clay techniques which are applied by children. A comparison between clay as a three-dimensional medium and drawings as two-dimensional medium is made. The ways of application of clay are discussed by means of case studies. The general value of clay for the Educational Psychologist is also mentioned. On the grounds of certain short-comings in the literature study, "The Clay-feelingstory technique" is initiated and applied. For the empirical study eighty learners in the foundation phase, aged between five and nine years, were involved. Random sampling was used. This research study uses the combined method design in order to better understand the phenomenon of clay projections. Although the study is mainly qualitative in nature, some data is quantified. The research results prove that clay projections have diagnostic value, concerning the child's verbal and non-verbal messages, the way he applies clay techniques, by decoding his symbolic messages, emotions come to the fore, actions are portrayed and described, relations are revealed, themes come to the fore and needs are expressed. It also seems that clay projections can be taken in group context as an identification medium to help the child in need. It also seems that clay projections can be applied as a supplementary projection medium and that hypothesis can be verified with other exploratory media. Guidelines are given for the application and interpretation of clay as projection medium.