Faktore wat die aanpassing van die graad 1–kind in die skool beïnvloed

Abstract

The aim of this study was to determine which internal and external factors play a role in the adaptability of grade 1 pupils in the primary school, and to determine to what degree grade 1 pupils experience adaptation problems. The formal school situation makes particular demands on the school beginner. School readiness in a comprehensive term implying the readiness of the child in totality, namely cognitive, motor, social and emotional. Factors that contribute to his successful adaptation in the new situation are already present before birth, furthermore, factors present during the birth process and the development of the small child contribute to the successful or unsuccessful school beginning. Firstly, a Iiterary study was made of all the factors contributing to the successful adaptation of the grade 1 pupil. Secondly, an attempt was made to determine these factors empirically. The empirical research was assisted by three self-designed questionnaires: one was completed by parents (code 2), one by the teacher (code I) and one was completed by means of an interview that the student had with each child (code 3). From the literary study and the empirical study it would appear that there are factors that influence the adaptability of the grade 1 pupil and that there are grade 1 children that experience adaptation problems. It is essential that all who are concerned with the education of the child will familiarise themselves with these factors. "Apart from being made able to read, write and do arithmetic, school also fosters affective and social development. Effective outcomes of schooling include: Developing a stable self-image which is essential in a child's effective interaction with teacher and classmates, learning new social customs and most important of all, learning to like or dislike school. Some children do not have the coping skills or social networks to help them make an adequate transition from 'homechild' to 'schoolchild'. Adapting to school can be likened to a road race - people cluster together along the straight, but pull apart up hill" (Grundling en Willers, 1991:91-92).