nicole kotras masters thesis

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In spite of the limitations, the findings of the present study were similar in many respects to a number of other South African studies. When considering the present study in isolation the limitations appear to over shadow the contributions of the study. The importance of treating each child as a unique individual, regardless of their cultural group, age, socio-economic status, language, or gender group, cannot be over emphasized. The following recommendations are made: RECOMMENDATIONS (i) A cross-cultural comparative study utilizing the 20 small revised pictures and the large SA picture with an older and younger age range of South African children; (ii) As the majority of children in sample 1 and 2 did not recognize the illustration depicting the shop (picture 18), it is recommended that the illustration depicting the shop be redesigned; (iii) Picture 15 (cup) was on numerous occasions referred to as "coffee". This confusion could be attributed to the illustration of the stimuli. Hence, the recommendation to redesign the stimuli as an empty cup, as opposed to a cup with coffee contained inside. A similar illustration confusion was experienced by Samuels (1995); (iv) As the percentage of children who passed successive age-appropriate items does not decrease stepwise as was proposed by Griffiths (1960), it is recommended that for South African children the placement of items in order of difficulty be revised; (v) To rename the Hearing and Speech Scale to the Hearing and Language Scale since Language is the characteristic whose development is charted in the Scale, rather than just the acquisition of speech. Lyons (1969) and McElroy (1972) distinguish speech and language in that the former is the utterance of sounds, while the latter is the transmission of those utterances to another individual in an intelligible and meaningful manner. The renaming of the Scale will be in line with the revision of the birth to 2 years Griffiths Scales (Huntley, 1996); (vi) Griffiths' Hearing and Speech Scale does not include verbs, conjunctions or prepositions as part of their scoring criteria. Hence, in order to enhance the Scale to yield a fuller picture of a child's language development these parts-of-speech could 105
e included into the Hearing and Speech Scale; (vii) The development of norms for the children of South Africa. This includes further cross-cultural research regarding the revised small and large SA pictures; (viii) Preparation of a new Record Form and Scoring Tables incorporating the findings of the present study. CONCLUSIONS This study has made the following contributions: (i) The process of updating and revising an already existing culture-common test in South Africa, namely the Griffiths Scales, has been furthered; (ii) The 20 small pictures and the large picture of the Hearing and Speech Scale of the Griffiths Scales has been revised, making these items more culture-fair and contemporary for the children of South Africa; (iii) The 20 small pictures and the large picture of the Hearing and Speech Scale has been revised, making these items more culture-fair and contemporary for the children of United Kingdom/Europe/Australia (iv) The provision of a revised set of South African contemporary small and large pictures for the Hearing and Speech Scale of the Griffiths Scales. These revised picture-sets are to be added to the Griffiths kits, which are utilized by trained professional in South Africa. (v) The provision of a revised set of British\European\Australian contemporary small and large pictures for the Hearing and Speech Scale of the Griffiths Scales. These revised picture-sets are to be added to the Griffiths kits which are utilized in the United Kingdom, Europe and Australia by trained professionals. In conclusion, the assessment of children should always take into consideration that their progression through the formative years depends on their needs and on the variety of experiences offered to them by the environment. The child can proceed no faster than their last level of maturation and no faster than the opportunity to gain skill at another level. Furthermore, the role of development is not constant during the formative years, and there may be transient slowing in the rate of maturation with subsequent hastening. The age range used in the present study involved the pre-school period, a time of rapid change in all functions, but language is indeed a most rapid acquisition, as it begins late and attains a 106
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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
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48 the child's performance on each
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50 manipulate simple toys according
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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 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: include: LIMITATIONS The limitation
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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