Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study
Type
Thesis
Authors
Category
ECCE, Preschool
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Publication Year
2011
Publisher
University of Cape Town, School of Education, Cape Town, South Africa
URL
[ private ]
Pages
191 p.
Subject
Early childhood education, Preschool education, Kindergarten, Preschoolers, Self-regulation, Cognitive development, Emotional development, South Africa
Tags
Abstract
This thesis examines the role of a teacher as a mediator who has the potential to facilitate self-regulation in preschool learners. The study examines whether, within a South African classroom case study, the conscious mediation by an educator, together with the use of scaffolding within Vygotsky's theory of (ZPD), enables preschoolers to successfully achieve self-regulation and thereby manage their cognitive and emotional development. The constructs of emotional intelligence and how they link to socio-emotional learning, are discussed.
Description
Thesis (MEd)--University of Cape Town, 2011
Number of Copies
1
