Document Type Master's Dissertation Author Knoetze, Johannalie S email@example.com URN etd-10302007-092456 Document Title Onderwysers se begrip ten opsigte van emosionele bewussyn van die kind in die middelkinderjare (Afrikaans) Degree MSD (Play Therapy) Department Social Work and Criminology Supervisor
Advisor Name Title Dr J M C Joubert Keywords
- emotional awareness
- middle childhood
- primary education
- emotional numbness
- emotional language
- emotional expression
- cognitive abilities
- educational skills
- left- and right brain dominance
- emosionele bewussyn
- primÍre onderrig
- emosionele verlamming
- emosionele woordeskat
- emosionele uitdrukking
- kognitiewe vaardigheid
- opvoedkundige denke
Date 2006-10-09 Availability unrestricted AbstractEmotions and its effect on the individualís 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. Childrenís 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 childís 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 childís 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 childís day during this phase, is spent at school. Emotional wellbeing can thus efficiently be recognized and addressed by the educational system. The educatorís 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 childís development and the educators knowledge regarding development of emotional skills and promotion of emotional awareness.
© University of Pretoria
Filename Size Approximate Download Time (Hours:Minutes:Seconds)
28.8 Modem 56K Modem ISDN (64 Kb) ISDN (128 Kb) Higher-speed Access dissertation.pdf 561.64 Kb 00:02:36 00:01:20 00:01:10 00:00:35 00:00:02