Abstract
The aim of the research was to develop and evaluate a cognitive stimulation programme to promote school readiness in South African pre-school children from a disadvantaged background. Two groups consisting of 23 children each made up the experimental and control groups. A repeated measurement quasi-experimental research design was applied to evaluate the programme using the Herbst Measuring Instrument for Toddlers (Herbst 1994) to assess the cognitive abilities of children before and after the intervention. The results of the evaluation showed that the cognitive stimulation programme had positive effects on the experimental group, although the control group showed mixed results. It can be concluded that cognitive development of educationally and culturally disadvantaged pre-school children can be overcome with a suitable basic programme and limited equipment to facilitate their entering into formal schooling. The appropriateness of the research design for research in community settings is discussed. Le but de la recherche etait de developper et d evoluer le programme de stimulation pour promouvoir l' aptitude des enfants Sud Africain a l ecole venant d' un milieu desavantage. Deux groupes de 23 enfants chacun consistant en un groupe experimental et un groupe de controle. Un plan de recherche quasi-experimental de mesure repetee etait applique pour evoluer le programme en utilisant les instruments de mesure HERBST pour de petits enfants apprenant a mancher (1994) pour evoluer les abilites des enfants avant et apres l'intervention. Les resultats de l'evaluation motraient que le programme de stimulation avait des effects positives sur le groupe experimental, bien sur le groupe de control des resultants mixtes.(ou varie) Il peut etre conclu qu'un developpement et culturellement avant l'age de l'ecole peut etre vaincu avec un programme de base, convenable et un equipement limite pour faciliter leurs entree dans l'education formelle.la convenance du plan de recherchedans les communoutes cadres est examinee. Journal of Psychology in Africa 2004, 14(1): 17–27
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