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Table 25 The responses given to the small and large revised SA and UK pictures for both gender groups for the Coloured pre-schoolers of sample 1 and 2 AGE SMALL PICT- URES Gender Mean no. of Stimuli identified Mean no. of Stimuli SAMPLE 1 SAMPLE 2 LARGE SA PICTURE Mean no. of Descriptive words Mean no. of Descriptivesentences Mean no. of Pronouns SMALL PICT- URES Mean no. of Stimuli identified Mean no. of Stimuli LARGE UK PICTURE Mean no. of Descriptive words Mean no. of Descriptivesentences F 17 19 2 2 0 18 19 4 4 1 M 17 19 2 3 1 18 19 3 3 0 F = Females; M = Males DESCRIPTION OF THE INDIAN CHILDREN'S PERFORMANCE Table 26 indicates the means (X) and standard deviations (SD's) of the correctly identified small revised pictures, the stimuli identified, descriptive words, descriptive sentences and pronouns elicited from the large revised SA and UK pictures by the Indian pre-schoolers of sample 1 and 2. Seventy-one and 72 months were the mean ages of the Indian pre-schoolers of Mean no. of Pronouns sample 1 and 2 respectively. The mean number of correctly identified small pictures by both samples was 18. This was in accordance with Griffith's (1960) proposed scoring criteria. With reference to Griffith's (1960) criteria, the Indian pre-schoolers of both sample 1 and 2 identified fewer descriptive words and pronouns than was suggested. However, the Indian children identified the proposed number of descriptive sentences and a far greater number of stimuli. On a qualitative level, in comparison to the other three cultural groups, the Indian pre-schoolers identified the greatest mean number of stimuli (X=21) in the large revised SA and UK pictures. 93
Table 26 Means and Standard deviations of correctly identified small and large SA and UK pictures by the Indian pre-schoolers of sample 1 and 2 GRIFFITHS (1960) CRITERIA (FOR 71 MONTHS) SAMPLE 1 (SA PICTURES) SAMPLE 2 (UK PICTURES) X X SD X SD Small pictures 18 18 1.40 18 1.37 Large picture: Stimuli identified Descriptive words Descriptive sentences Pronouns 12+ 6+ 3 6+ 21 6.90 3 3.65 2 3.54 1 0.93 21 5.72 2 1.68 2 1.56 1 0.80 Table 27 indicates the frequency and percentage of the Indian pre-schoolers of both samples who provided the correct response to each of the 20 small revised pictures. Regarding the 20 small revised pictures, as is indicated in Table 27, pictures 2 (shoe), 4 (train), 6 (cap), 8 (horse), 9 (spoon), 10 (bed) and 12 (key) were identified correctly by all Indian pre-schoolers of sample 1 and 2. A closer look at the children's responses from both samples, reveals that picture 18 (shop) was the most incorrectly named, followed by picture 19 (wheel-barrow). The two pictures (18 & 19) were also the least correctly identified by the White, Coloured and Indian pre-schoolers of sample 1, as well as the White, Coloured and Black pre-schoolers of sample 2. 94
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A REVISION OF A SECTION OF THE HEAR
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TABLE OF CONTENTS ii Page ACKNOWLED
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CHAPTER FOUR METHODOLOGY Problem fo
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LIST OF FIGURES vi Page Figure 1 Po
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Table 24 The responses given to the
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The major findings of the present s
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Die hoof bevindinge van die huidige
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Holt (1979) has comprehensively sum
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Figure 1 Population of South Africa
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of disabled people increases slowly
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second language or culture. Hamblet
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ange from birth to three years of a
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Africa cannot be separated from the
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14 Hence, this study was aimed at p
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highly verbal in nature which is li
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perceptual-performance, quantitativ
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acquisition of this complex ability
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assessment of young children in Sou
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Table 1 Griffiths (1960) scoring cr
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that the two scales produced signif
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28 (GQ) and in their performance on
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30 British counterparts with respec
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32 concluded that the Griffiths Sca
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34 languages are usually successful
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individual been assessed. Hence, wh
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Wilhelm Wundt, the founder of exper
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ecome evident. Questions include th
Page 55 and 56: Plays language games (pat-a-cake, p
Page 57 and 58: 36-54 months. Grammar developmental
Page 59 and 60: understands, and, if the child appe
Page 61 and 62: 48 the child's performance on each
Page 63 and 64: 50 manipulate simple toys according
Page 65 and 66: children's verbal responses. The re
Page 67 and 68: CHAPTER FOUR METHODOLOGY PROBLEM FO
Page 69 and 70: Bailey (1987) lists several advanta
Page 71 and 72: espondents, many mailed questionnai
Page 73 and 74: he studied the 2 Griffiths manuals
Page 75 and 76: 62 written responses of the complet
Page 77 and 78: Stage 5 The most frequently suggest
Page 79 and 80: 66 The subjects in the present stud
Page 81 and 82: Table 6 Demographic data for Sample
Page 83 and 84: In the present study, parents were
Page 85 and 86: Stage 6 Stage 7 For the large revis
Page 87 and 88: number of stimuli from the revised
Page 89 and 90: Table 10 The responses given to the
Page 93 and 94: 80 Table 13 indicates the responses
Page 95 and 96: Table 15 Frequency and percentages
Page 97 and 98: highest and lowest mean numbers of
Page 101 and 102: 88 Table 21 indicates the frequency
Page 103 and 104: 65 months elicited the highest mean
Page 105: Table 24 The responses given to the
Page 111 and 112: impacted on the spread of obtained
Page 113 and 114: CHAPTER SIX CRITICAL EVALUATION AND
Page 115 and 116: proposed criteria. Regarding Griffi
Page 117 and 118: include: LIMITATIONS The limitation
Page 119 and 120: e included into the Hearing and Spe
Page 121 and 122: BIBLIOGRAPHY Aldridge-Smith, J., Bi
Page 123 and 124: 110 Development Bank of South Afric
Page 125 and 126: 112 Scale scores of 3-5 year old bo
Page 127 and 128: University Press. Lister, C. (1981)
Page 129 and 130: Kegan Paul. Kegan Paul. Kegan Paul.
Page 131 and 132: Minnesota Press. Thomas, H. (1970).
Page 133 and 134: APPENDIX A Letters and questionnair
Page 135 and 136: Questionnaire attached to above let
Page 137 and 138: APPENDIX C Letter to parents for th
Page 139 and 140: Biographical questionnaire for pare
Page 141 and 142: APPENDIX E Riordan (1978). The valu
Page 143: 130
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