Onderwysers se begrip ten opsigte van emosionele bewussyn van die kind in die middelkinderjare (Afrikaans)

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dc.contributor.advisor Joubert, J.M.C. en
dc.contributor.postgraduate Knoetze, Johannalie Susanna en
dc.date.accessioned 2013-09-07T14:57:11Z
dc.date.available 2007-11-12 en
dc.date.available 2013-09-07T14:57:11Z
dc.date.created 2006-10-09 en
dc.date.issued 2007-11-12 en
dc.date.submitted 2007-10-30 en
dc.description Dissertation (MSD (Play Therapy))--University of Pretoria, 2007. en
dc.description.abstract Emotions and its effect on the individual’s general functioning are a key concept of humanity. The modern child is confronted with all kinds of emotional developmental tasks with direct influence on his ultimate figuration to adulthood. Emotion is an internal experience in contrast to the fact that various reactions are displayed externally as a result thereof. Children’s behavior demonstrates that which are experienced internally. It might also be a way to conceal especially those emotions. Emotional awareness manifests through demonstration or concealing of inner feelings. The child’s external reactions to inner feelings must be based on knowledge of what is being experienced. Behavior is mostly a reaction to ignorance of the inner experience which might manifest in anxiety attacks, anger and emotional episodes. Empowerment of the child to recognize and experience emotions enables him to gain insight of emotions as a natural part of human nature. This causes him to develop the ability to express emotion in a socially acceptable manner. The process of emotional awareness alerts the child to the fact those specific emotions results in specific bodily experiences. Emotional awareness is an indication of the child’s knowledge of emotions and its impact in emotional, physical and psychological reactions. It provides an explanation for anxieties and fears which enables the child to own these feelings and take control of it. The middle childhood phase is the period that follows the achievement of a mass of developmental skills like the mastery of language, control over bodily functions and cognitive abilities. These abilities are refined in this phase. Emotional awareness and especially concepts of self and the purpose of individuals in the systems that surrounds him evolves. Considerable part of the child’s day during this phase, is spent at school. Emotional wellbeing can thus efficiently be recognized and addressed by the educational system. The educator’s knowledge of emotional awareness will ensure meaningful emotional development of learners. Results obtained from questionaires completed by educators in primary education indicates a need for understanding of problem behavior in children. The need for education on emotional awareness and techniques for development of emotional awareness in learners is also expressed. The focus of this study is thus on the concept of educators regarding the emotional awareness of learners; the role of emotional awareness in the child’s development and the educators knowledge regarding development of emotional skills and promotion of emotional awareness. en
dc.description.availability unrestricted en
dc.description.degree MSD
dc.description.department Social Work and Criminology en
dc.identifier.citation Knoetze, JS 2007, Onderwysers se begrip ten opsigte van emosionele bewussyn van die kind in die middelkinderjare (Afrikaans), MSD Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/29133>
dc.identifier.other Pretoria en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-10302007-092456/ en
dc.identifier.uri http://hdl.handle.net/2263/29133
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © University of Pretor en
dc.subject Linkerbrein-regterbreindominansie en
dc.subject Emotional awareness en
dc.subject Educator en
dc.subject Middle childhood en
dc.subject Primary education en
dc.subject Emotional numbness en
dc.subject Emotional language en
dc.subject Emotional expression en
dc.subject Cognitive abilities en
dc.subject Educational skills en
dc.subject Left- and right brain dominance en
dc.subject Emosionele bewussyn en
dc.subject Onderwyser en
dc.subject Middelkinderjare en
dc.subject Primêre onderrig en
dc.subject Emosionele verlamming en
dc.subject Emosionele woordeskat en
dc.subject Emosionele uitdrukking en
dc.subject Kognitiewe vaardigheid en
dc.subject Opvoedkundige denke en
dc.subject UCTD en_US
dc.title Onderwysers se begrip ten opsigte van emosionele bewussyn van die kind in die middelkinderjare (Afrikaans) en
dc.type Dissertation en


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