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Table 31 The responses given to the small and large revised SA and UK pictures for both gender groups for the Indian 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 18 22 3 2 1 18 21 2 2 1 M 18 20 3 3 1 18 20 2 2 1 F = Females; M = Males Table 31 indicates that both gender groups of sample 1 and 2 obtained the same mean number (X=18) of correctly identified small pictures, elicited descriptive words and pronouns from the large SA and UK pictures. While females from both samples obtained Mean no. of Pronouns the highest mean number of identified stimuli from the large SA and UK pictures, males from sample 1 obtained the highest mean number of elicited descriptive sentences (X=3). Bhamjee (1991) found that Indian females performed better than males on the Hearing and Speech Scale of the Griffiths Scales. 99
CHAPTER SIX CRITICAL EVALUATION AND CONCLUSION The continual need for the psychometric properties of any assessment instrument to be investigated, needs to be reiterated. This includes the revision of the Griffiths Scales for the children of South Africa. With reference to sample 1 in the present study, only the White and Indian pre-schoolers correctly identified a mean number of small pictures above that which was proposed by Griffiths (1960). With reference to sample 2, all excepting the Black pre-schoolers correctly identified the proposed mean number of small pictures. The present researcher's findings are in contrast with those of Allan (1992) who found no major difference in the percentage of children from the different South African cultural groups who passed the small picture items. However, the present study is in accordance with Allan (1992) who found a lower percentage of Black children who passed item C.IV.5 (i.e., correctly naming 18 of the 20 small pictures), than did the children from the other South African cultural groups. The small pictures in the Hearing and Speech Scale are, however, utilized for children younger than the present samples age-range, and hence their performance will not necessarily be the same as that of the older children. A recognized trend noted in the present study (established from the naming of the 20 small revised pictures), was that picture 18 (shop) was the most incorrectly identified picture, amongst all four cultural groups of sample 1 and sample 2. One could attribute this "trend" to the graphic-illustration of the stimuli, as it was experienced as problematic for the majority of the children in the present study. Furthermore, all the children from all four cultural groups, of both samples correctly identified picture 2 (shoe), while all the children from the White, Coloured and Indian groups of sample 1 correctly identified pictures 4 (train) and 10 (bed). Regarding sample 2, all the children from each cultural group, excepting the White group, were able to correctly identify picture 6 (cap). Picture 10 (bed) was correctly identified by all the children from the White, Coloured and Indian cultural groups of sample 2. The Black pre-schoolers of both samples were the only cultural group where the majority of children incorrectly identified picture 20 (owl). On a qualitative level, the small pictures 15 (cup) and 18 (shop) need to be assessed in terms of their illustrative adequacy. Extracting Allan's (1992) findings on the performance of children aged between 60 and 83 months of age, on the Hearing and Speech Scale, it was indicated that at 60 months of age, 100% of White children from her sample were able to name 12 objects in the large 100
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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
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Plays language games (pat-a-cake, p
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36-54 months. Grammar developmental
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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 107 and 108: Table 26 Means and Standard deviati
Page 111: impacted on the spread of obtained
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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