The teaching of thinking skills in the preschool years to enhance cognitive development
Loading...
Authors
Ngobeli, Dorah Thinavhuyo
Issue Date
1999-06
Type
Thesis
Language
en
Keywords
Preschool , Cognition , Thinking skills , Early childhood , Preschool practitioner , Learning programme , Mediation , Physical development , Mental stimulation , Social development , Emotional development , Moral development
Alternative Title
Abstract
The study contributed to preschool education by highlighting the attitudes and perceptions
of parents and preschool teachers and practitioners concerning preschool education in
general, and the teaching of thinking skills in particular. Furthermore, information with
regard to developing guidelines for a preschool learning programme to assist unqualified
and underqualified preschool practitioners in predominantly rural areas was generated.
The literature study revealed that all areas of development, that is, cognitive, physical,
social, moral and emotional are interrelated. Therefore, development in cognition is
influenced by, and influences the other areas. Cognitive development in particular, is most
rapid during the preschool years and should be stimulated at this stage.
A qualitative study was undertaken to determine the attitudes and perceptions of preschool
teachers/practitioners and parents with regard to preschool education in general, and the
teaching of thinking skills to enhance cognitive development in particular. Four preschools
in Region 3 of the Northern Province were observed to investigate the teaching of thinking
skills and also the learning programmes used in these institutions.
The findings from the literature and research studies led to the following conclusions:
* Parents are uninformed concerning their role in stimulating the cognitive development of
their children.
* Preschool education is regarded as being very important for children.
* There are no prescribed learning programmes or explicitly stated guidelines underlying
preschool education.
* Thinking skills are taught to a greater or lesser extent in preschools, although the
intentional mediation is missing.
*The training of preschool practitioners is a neglected area.
In view of the conclusions, the following recommendations were made:
* Underqualified and unqualified preschool practitioners should receive training.
* Partnership between parents and preschool practitioners should be encouraged to
ensure continuity between the home and the preschool.
* Parents' support programmes should be developed to empower them as their children's
most significant mediators.
* Thinking skills should be infused in preschool learning programmes and activities.
* Remote, rural areas should be supported by the goverment and NGOs with the provision
of preschool education.
* Prescribed guidelines and learning programmes should be developed to assist
unqualified and underqualified practitioners in rural and disadvantaged areas in the
Northern Province.
Description
Citation
Ngobeli, Dorah Thinavhuyo (1999) The teaching of thinking skills in the preschool years to enhance cognitive development, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17571>