Die effek van 'n perseptueel-motoriese stimulasieprogram op die kognitiewe ontwikkeling van kleuters

Abstract

The aim of this study was to determine if there is a correlation between the cognitive and motor development of toddlers, and to determine what effect a perceptual-motor developmental program had on these toddlers' cognitive abilities. The literature survey starts with research evidence regarding the mutual influence of cognitive and motor aspects on each other. Chapter two deals with cognitive development in toddlers and the theories of Piaget. Vygotski and Kohlberg are discussed. In chapter three, which deals with motor development in toddlers, the theories of Kephart, Barsch and Frostig are discussed. Chapter four deals with the existing motor development programs of Capon and Bossenmeyer. The "P.R.E.T.-Land" programme of the Department of Children's Kinetics of the North-West University (Potchefstroom Campus) which is used in this study, is also discussed and compared with other existing programmes. For the empirical study, the experimental group consisted of preschool children who participated in the "P.R.E.T.-Land programme. A test sample group of twenty preschool children were selected on the basis of availability. The control group was also selected on the basis of availability, from crèches in Potchefstroom. After both groups had been evaluated by means of the JSAIS (cognitive abilities) and PDMS (motor abilities), the experimental group attended the perceptual-motor development programme (P.R.E.T.-Land) for about six months. The control group only attended their crèches. After these six months, both groups were evaluated with the JSAIS and PDMS again. Statistical analysis of the data shows that the "P.R.E.T.-Land" perceptual-motor development programme did bring about 'n significant improvement in the children's fine, gross and total motor abilities. However, as far as cognitive abilities are concerned, the programme only managed to bring about a significant improvement in two of the JSAIS's sub-tests, namely Block Patterns and Absurdities A: Missing Parts. No significant improvement in the Global, Verbal, Action, Numeric and Memory sub-scales were observed. No causal relationship between the cognitive and motor development of these children was proved either. Further research is recommended in which the intervention programme is presented for a longer period of time, or with longer structured lessons. Further research should also attempt to use a test sample of children attending the same crèche, and to provide for longitudinal follow-up.