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111 Griesel, R. D., and Richter-Strydom, L. M. (1983, September). The Bayley Scales of Mental and Motor Development: A first report on a black South African sample. Paper presented at the First National Congress the Psychological Association of South Africa, Pietermaritzburg. Griffiths, R. (1945). A study of imagination in early childhood. London: Kegan Paul, Trench, Trubner and Co., Ltd. Centre. Griffiths, R. (1954). The abilities of babies. London: Child Development Research Griffiths, R. (1960). The abilities of babies. London: University Press. Griffiths, R. (1970). The abilities of young children. London: Child Development Research Centre. Griffiths, R. (1984). The abilities of young children. Amersham: ARICD. Griffiths, R. (1986). The abilities of babies. Amersham: ARICD. Groth-Marnat, G. (1984). Handbook of Psychological Assessment. U.S.A.: Van Nostand Reinhold Co. Grove, M. C. (1982). Off to school. Pretoria: Haum educational publishers. Hambleton, R. K. (1994). Guidelines for adapting educational and psychological tests: A progress report. European journal of psychological assessment, 10, (3) p.224-229. Hanson, R., and Aldridge Smith, J. (1982). Current applications of the Griffiths Mental Development Scales. Association of Educational Psychologists' Journal, 5, 57- 59. Hanson, R., and Aldridge Smith, J. (1987). Achievements of young children on items of the Griffiths Scales: 1980 compared with 1960. Child: Care, Health and Development,13, 181-195. Hanson, R., Aldridge Smith, J., and Humes, W. (1985). Achievement of infants on items of the Griffiths Scales: 1980 compared with 1950. Child: Care, Health and Development, 11, 91-104. Harris, D. B. (1963). Children's drawings as measures of intellectual maturity: A revision and extension of the Goodenough Draw-a-Man test. New York: Harcourt, Brace and World. Harris, S. (1990). A girl-friendly approach to oracy. Talk and learning, 5-16. Milton Keynes: Open University. Hart, A. D. (1970). The preliminary standardization of a South African version of the Minnesota Multiphasic Personality Inventory and an inquiry into it's diagnostic ability. Unpublished doctoral dissertation, University of Natal, Durban. Heimes, L. (1983). The comparison of the JSAIS and the Griffiths Developmental
112 Scale scores of 3-5 year old boys and girls. Unpublished master's <strong>thesis</strong>, University of Port Elizabeth. McGraw-Hill. Hetherington, E. M., and Parke, R. D. (1986). Child psychology. New York: Hindley, C. B. (1960). The Griffiths Scales of Infant Development: Scores and predictions from 3 to 18 months. Journal of Child Psychology and Psychiatry,1, 99-112. Holsti, O. R. (1980). Content analysis for the social sciences and humanities. Reading: Addison-Wesley. 1057-1061. Holt, K. S. (1974). Screening for disease: Infancy and childhood. The Lancet, 2, Holt, K. S. (1979). Assessment of handicap in childhood. Child: Care, Health and Development, 5, 151-162. Honzik, M. P. (1976). Value and limitations of infant tests: An overview. In M. Lewis (Ed.), Origins of intelligence: Infancy and early childhood (p.59-95). New York: Plenum Press. Houston-McMillan, J. E. (1988). Borderline mental handicapped preschoolers: Identification and treatment evaluation using the Griffiths Scales of Mental Development. In D. M. Luiz (Ed.), Griffiths Scales of Mental Development: South African studies (Research Papers No. C25) (pp.52-58). Port Elizabeth: University of Port Elizabeth. Huntley, M. (1994). Untitled notes. Huntley, M. (1996). The Griffiths mental development scales. From birth to 2 years. Manual. (Revision). United Kingdom: Association for Research in Infant and Child Development. Incagnoli, T., Goldstein, G., and Golden, C. J. (1986). Clinical application of neuropsychological test batteries. New York: Plenum Press. James, S. (1989). Assessing children with language disorders. In D.K. Bernstein and E. Tiegerman (Eds), Language and communication disorders in children (2nd edition, p.157- 207). Columbus, O.H: Merrill. 31. Press. Jensen, A. R. (1980). Bias in mental testing. New York: The Free Press. Jowett, S. (1986). Does kind of pre-school matter? Educational research, 28 (1), 21- Kagan, J. (1981). The second year. Cambridge, Massachusetts: Harvard University Kannegieter, R. B. (1970). The results of a perceptual motor-cognitive learning program designed for normal pre-school children. American Journal of Occupational
Page 1 and 2:
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
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CHAPTER FOUR METHODOLOGY PROBLEM FO
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Bailey (1987) lists several advanta
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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 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: 110 Development Bank of South Afric
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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