Teacher - pupil relationship of the hyperactive junior primary school child
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Authors
Govender, Gonasagri
Issue Date
1995-04
Type
Dissertation
Language
en
Keywords
Alternative Title
Abstract
In this dissertation, the relationship of the junior primary
hyperactive pupil and his or her teachers was researched, to
investigate which behavioural aspects of hyperactive behaviour
are present in children who are labelled as hyperactive.
In the literature study, the researcher gathered information on
hyperactivity and focused on the symptoms of hyperactivity.
The relationships
investigated. The
of the junior primary
researcher focused on
school child were
the teacher-pupil
relationships and indicated the importance of trust: authority,
understanding, experience and involvement in relationships.
In the empirical research, a qualitative empirical study was
undertaken. Three teachers and six children from the junior
primary.phase were chosen to participate in the research study.
Three children were identified as hyperactive and three children
did not exhibit, according to their teachers, any behavioural
disorders.
The researcher implemented the Marschak Interaction Method to
evaluate interaction between the teachers and the children. By
using both semi-structured and unstructured questions, the
researcher was able to gather data on teacher's knowledge and
attitude about hyperactivity.
The value of the study lies in the aspects which were identified
regarding the interaction between teachers and hyperactive
children. It was found that teachers interact differently with
children who are hyperactive and with children who do not
exhibit behaviour problems.
The value of the study lies in the aspects which were identified
regarding the interaction between teachers and hyperactive
children. It was found that teachers interact differently with
children who are hyperactive and with children who do not
exhibit behaviour problems.
Description
Citation
Govender, Gonasagri (1995) Teacher - pupil relationship of the hyperactive junior primary school child, University of South Africa, Pretoria, <http://hdl.handle.net/10500/16864>