An initial literature review of characteristics of the child in educational need was given. The lifeworld of the child in educational need, which includes the child's significant and meaningful physical and psychological environments, was described. Parental involvement in the child's schooling is important for an effective education of the child.
PRESENTATION AND ANALYSIS OF THE RESEARCH
SUMMARY, FINDINGS AND RECOMMENDATIONS
ORIENTATION
- INTRODUCTION
- ANALYSIS OF A PROBLEM
- STATEMENT OF THE PROBLEM
- HYPOTHESIS
- ELUCIDATION OF CONCEPTS
- AIMS OF THIS STUDY
- METHOD OF RESEARCH
- FURTHER COURSE OF THE STUDY
- SUMMARY
The school considers, expands and formalizes the world of life in the child's home and thus education in the family situation. A child from a disadvantaged environment has fewer opportunities, which means that there is a deficiency in the child's educational (pedagogical) environment (milieu), which inhibits it in its adequate actualization. To make recommendations that can serve as guidelines for how to overcome the educational distress faced by the child from a stressed environment.
LITERATURE REVIEW
INTRODUCTION
From a psycho-pedagogical point of view, a child from a disadvantaged environment finds himself in an educational relationship that is dysfunctional. The consequence of dysfunctional upbringing is insufficient actualization of the psychological life of a child from a deprived environment. In this chapter, we will discuss the factors that cause educational hardship, the psychological life of a child in educational hardship, and the costs of children in educational hardship.
FACTORS THAT CAUSE EDUCATIONAL DISTRESS
In the presence of parents, the child is protected and can go exploring from this safe place. Van Rensburg, Landman and Bodenstein say that this sense of security, this place of safety, is one of the child's basic needs. A stable family life that gives the child a sense of personal continuity, of having a past and a future.
In an underprivileged environment, the requirements for the child to feel safe are most often absent, which is why the child becomes educationally oppressed. Taking on the responsibilities of an adult is likely to be a source of anxiety and burden for the child, and his freedom of choice will be severely limited due to a lack of educational skills and social knowledge. From the above discussions, it becomes clear that a child from a deprived home environment has a blurred future.
Vos and Spruÿt (2003:5) argue that when the future is dark for the child, there is little to look forward to or expect and no plans or tasks, no matter how small, are waiting to be carried out. Affective stress caused by affective neglect primarily means learning difficulties and always hinders the development of the child into adulthood. The child from an underprivileged environment that is unfavorable compared to other children will have negative feelings about themselves and therefore a low self-esteem.
Du Toit and Kruger (1994:20) state that the child's self-actualization begins with genetically determined physical, cognitive, affective and moral possibilities that are unique to each individual.
THE PSYCHIC LIFE OF A CHILD IN EDUCATIONAL DISTRESS
Family relationships are a very real factor in the child's affective experience and emotional stability (Van den Aardweg & Van den Aardweg, 1990:16). According to Gouws and Kruger (1994:58), research and theorizing about the relationship between genetic and environmental (milieu) factors and the cognitive development of the child has not yielded any clear answers. Pringle says educators are aware of the value of a rich and stimulating environment in the child's cognitive experiences.
The feeling of insecurity often manifests as a reluctance to explore, thus resulting in inadequate actualization of the child's psychic life. Like all children, the child from a deprived environment compares himself with his peers, with their socio-economic status and achievements. Sonnekus (Naidoo, 1994:68) says that the child's reluctance to explore willingly also gives evidence that voluntary education, directed at developing the child's will, desire and goals, has been neglected.
The child is someone who wants to be someone; he wants to become a person in his own right. Van den Aardweg and Van den Aardweg (1990:75) state that the child strives to experience ultimate liberation from his educators. In this regard, Van Moeler (1990:23) claims that the child in a deprived environment and thus dysfunctional educational framework usually distance themselves insufficiently from their situation.
This fact has special implications regarding the way in which the student will continue to learn in the classroom environment and adds to the educational concern of the child.
THE EXPERIENCE OF CHILDREN IN EDUCATIONAL DISTRESS
Naidoo (1994:72) argues that when children experience rejection, they feel they do not have the freedom to "let go" of themselves, their fellow human beings and material things in order to understand themselves, their parents and other people and the reality of the world to see. world objectively. The attribution of meaning of insufficient quality is clearly expressed in the social environment of the neglected children through signs of involvement and resignation, low self-esteem, interpersonal distrust, anxiety and depression. Due to the lack of communication with the neglected children, they are often unable to improve the quality of the disrupted relationships in their environment.
According to Van den Aardweg and Van den Aardweg (1988:83), children directly experience a situation and become recipients of the values and meaning of that particular situation. The quality of both meaning and involvement is determined by what children subjectively experience, and both are components of self-actualization, which is guided by the need for educational assistance. Children from underprivileged environments who are in educational distress experience difficulties in forming relationships (Behr, 1982:20).
Positive feedback and associated experiences of success result in a positive self-evaluation, and negative feedback and associated experiences of failure result in a negative evaluation (Du Toit & Kruger, 1991:37). Within the peer group, children from a deprived environment often experience recognition, security and acceptance that is lacking at home. The relationships that children from a deprived environment make with objects and ideas in their impoverished environment can lead to more confusion and intensify their educational anxiety.
However, according to Sosibo (2004: 35) in the dysfunctional family (eg family in an underprivileged environment), the religious behavior example of the parents and the religious experience of the children are meaningless to them.
SUMMARY
Du Toit and Kruger (1994:66) point to the fact that polarization also occurs in the relationship between man and his god, with the result that a person either believes or does not believe and either has peace of mind or not. To have peace of mind, the child must experience being in the world as meaningful. Because of his situation, the deprived child does not see religion as a meaningful association, as it is not practically related to the problems they experience (Janse van Rensburg, 1994:123).
The relationship with religion is seen by the child with educational difficulties as not continuous with his life world and contrary to his problems. The relationship does not provide trust and faith in a divine being to solve problems in a deprived environment (Sosibo, 2004:36). Children constantly attribute their personal meanings to the relationships already established with their parents and educators and are emotionally vulnerable in this regard.
Parents and educators must therefore, in the course of their educational actions, take special care that children will consciously know that they are capable of learning and achieving, and that their personal work is genuinely recognized. The psychic life of learners from the educational point of view refers to the affective, cognitive and conative aspects of individuals. In other words, learners underactualize their psychic life at a level that is attainable or possible for them and it becomes a course for educational distress of children who come from a deprived milieu due to the dysfunctional education they receive as a result of their status of poor. .
They are neglected by both peers and educators and thus this leads to low self-esteem and learning difficulties.
PLANNING OF THE EMPIRICAL RESEARCH
- INTRODUCTION
- PREPARATION AND DESIGN OF THE RESEARCH
- DESIGN OF THE RESEARCH
- PILOT STUDY
- ADMINISTRATION OF THE QUESTIONNAIRE
- THE PROCESSING OF THE DATA
- LIMITATIONS OF THE INVESTIGATION
- SUMMARY
A well-designed questionnaire can increase the reliability and validity of the data to acceptable tolerances (Schumacher & Meillon, 1993:42). The researcher took all of the above into account when designing the questionnaire for this research. An important goal in creating the questionnaire for this investigation was to present the questions as simply and straightforwardly as possible.
The second section contained questions on factors that contribute to the child's educational distress. The researcher is also aware of the fact that the written questionnaire has significant disadvantages. This means that questionnaire validity indicates how valid a measure is likely to be in a given situation.
The validity of the questionnaire as a research instrument reflects the certainty with which conclusions can be drawn. In the coding of the questions, it was clear that the questionnaires were completed with the necessary dedication. Through the use of the pilot study as a "pre-test", the researcher was convinced that the questions asked adequately met the requirements of the study.
The following are likely factors that may have influenced the reliability and validity of the questionnaire.
SUMMARY, FINDINGS AND RECOMMENDATIONS
- INTRODUCTION
- SUMMARY
- FINDINGS
- RECOMMENDATIONS
- CRITICISM
A child from a disadvantaged environment experiences educational distress due to the following, which leads to inadequate education. The majority of respondents (83%) who took part in the research agree that students from underprivileged backgrounds are uncertain about their future prospects. More than sixty percent (61%) of the respondents agreed that students from underprivileged backgrounds are disadvantaged by educators compared to other students.
Most of the respondents (84%) in the survey sample said that students from disadvantaged backgrounds perform poorly in their school work due to insufficient resources. The majority of respondents (89%) said that students from disadvantaged backgrounds create disciplinary problems at school, such as being late. Eighty-one percent (81%) of respondents said that children from disadvantaged backgrounds are easily influenced to misbehave at school.
More than seventy percent (73%) of respondents agreed that students from deprived backgrounds repeat an offense after being punished. Three quarters (75%) of respondents said that parents from deprived backgrounds do not help their children with homework. According to more than seventy percent (73%) of respondents, parents from a deprived environment do not consult with educators regarding.
The aim of this study was to achieve a better understanding of the educational distress of a child from a deprived environment.
LIST OF SOURCES
Paper presented at the annual conference of the Society for Child Psychology in Pretoria on 9 September 1998. Paper presented at a conference on street children at the Durban-Umlazi Campus of the University of Zululand on 7 September 1990. The role of stigma and discrimination in the development of the vulnerability of children and young people infected and affected by HIV-AIDS.
