Department of Educational Psychology

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Browsing Department of Educational Psychology by Subject "Academic achievement -- Environmental aspects"

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    Ouerbetrokkenheid as faktor in die skolastiese vorderingsproblematiek van leerlinge in skole van die Departement van Onderwys en Kultuur (D.O.K.) Raad van Verteenwoordigers (R.V.)
    (Stellenbosch : Stellenbosch University, 1991-02) Le Kay, Ivan Ulrich Daniel; Malan, J. A.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH SUMMARY: The unsatisfactory scholastic progress of pupils in schools of the Department of Education and Culture (House of Representatives) resulted in the launching of a research project in 1987 by the Department. The role of the parent within this problem of scholastic achievement was defined as field of study. Through questionnaires, compiled after a thorough study of relevant literature, parents were questioned as to their involvement or none-involvement in curricular and extra-curricular activities of their children. It was found that parents want to be involved but they do not know how they can be made part and parcel of school-related activities. Poor housing, together with bad socio-economic circumstances contribute towards the unsatisfactory scholastic situation. By means of certain educational processes, the parent can assist in the prevention of failure of their children. However, the child cannot escape factors such as his parents' philosophy of life, over-crowded living conditions, poor income and a low educational level. The need for more parent-teacher associations became necessary as a means of narrowing the gap between parents and school. Apart from vertical communication between school and parent, horizontal communication between parent and parent became imperative to develop mutual school involvement enthusiasm amongst parents. The establishment of parental-class committees can be regarded as a point of departure. Parent involvement programmes can materialize within these parental class committees. Even the parent with a lower level of scholastic education can play a significant supportive role. It became necessary that parents of children in schools of the D.O.C. should have a bigger say in school-related matters but that they should also adopt a policy of mutual responsibility for the school education of their children. The role of the principal to create an atmosphere for successful parent-school communication and to initiate parent-involvement ventures, cannot be disregarded. Through numerous programmes such as school feeding schemes, rummage sales, School readiness programmes, reading contracts, etcetera, a close relationship between parent and child, but also between parent and parent can be established.