nated

1. Education
N4

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THE WHOLE-CHILD APPROACH
This is an approach of studying the child as a whole, as a total being. The
child learns, experiences and develops as one being – as a whole or as a
totality. All the aspects are important and therefore all should be discussed
and studied. If one part of the child’s development is neglected, it will
influence the other aspects of his development.
Module 1: The whole-child approach

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Module 1: The whole-child approach (continued)
DIFFERENT ASPECTS OF THE WHOLE-CHILD APPROACH
The following aspects should be developed to ensure that the child is a
whole child, a total being:
1. Physical
2. Cognitive
3. Language
4. Emotional
5. Self-image
6. Social

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Module 1: The whole-child approach (continued)
EDUCATION RELATIONSHIP: MEANING AND DIFFERENT
COMPONENTS
Education can be seen as an act whereby one person places himself in a
relationship with another person. Education can only take place within a
certain relationship where certain elements are present, namely:
• Trust;
• Authority; and
• Knowing or understanding.

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INTRODUCTION
It is important for a teacher to know how a person learns, memorises and
remembers, because they are in a career where they educate and teach
children. Memory is the process by which you store and retrieve information
and is vital in learning.
Module 2: Aspects of learning and memory

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Module 2: Aspects of learning and memory (continued)
FACTORS THAT INFLUENCE COGNITIVE DEVELOPMENT
Important factors which play a role in a child’s cognitive development are:
• Heredity and genetic characteristics; and
• Environment:
• Physical environment;
• Culture and religion;
• Gender differences; and
• Intrinsic and extrinsic motivation.

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Module 2: Aspects of learning and memory (continued)
LEARNING THEORIES
Learning is effective when it changes your behaviour and this becomes
visible in new skills, insights and the understanding of concepts. There are
three generally accepted learning perspectives, namely:
• Conditioning;
• Cognitive/insight learning; and
• Observational learning.

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Module 2: Aspects of learning and memory (continued)
LEARNING STYLES
Children learn in different ways. What works for one child may not work for
the other. Every child is different in his or her learning style. The learning
style is a unique method a child chooses to process, evaluate, analyse and
study all new and challenging study materials.

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Module 2: Aspects of learning and memory (continued)
MEMORY
Memory is a complicated process and can be divided into three types:
• Sensory which involves any of the five senses (sight, sound, touch, taste,
and smell);
• Short term which is the “store-room” for the information that a person has
actively in mind; and
• Long term which holds memories over a lengthy period of time.

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INTRODUCTION
According to Howard Gardner, there are eight different intelligence types:
Module 3: Educational approach to children with
special intellectual needs
• Logical-mathematical intelligence;
• Linguistic intelligence;
• Musical intelligence;
• Visual spatial intelligence;
• Bodily-kinaesthetic intelligence;
• Interpersonal (social) intelligence;
• Intrapersonal intelligence; and

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Module 3: Educational approach to children with
special intellectual needs (continued)
GIFTEDNESS
Gifted people have an above-average intelligence, usually shown by an IQ
score above 130, as well as some superior talent or skill. The person has
therefore the natural potential to excel in a particular field.

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Module 3: Educational approach to children with
special intellectual needs (continued)
INTELLECTUALLY DISABLED CHILDREN
Intellectual disability (ID), or intellectual challenge, once called mental
retardation, is characterised by below-average intelligence or mental ability
and a lack of skills necessary for day-to-day living. People with intellectual
disabilities can and do learn new skills, but they learn them more slowly.
There are varying degrees of intellectual disability, from mild to profound.

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Module 3: Educational approach to children with
special intellectual needs (continued)
POTENTIAL LEARNING PROBLEMS
A learning problem is a hindrance preventing the normal acquisition of skills.
A learning problem is something that disturbs the child’s daily life and
impedes his progress at school. A learning disability is a problem that affects
how a person receives and processes information.

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Module 3: Educational approach to children with
special intellectual needs (continued)
EDUCATIONAL DEPRIVATION
An educational deprivation indicator measures resources for school available
to 15-year-old children in their homes. Aspects related to whether a child
could access a desk at which to study, a quiet place to work, a computer for
schoolwork, educational software, an Internet connection, a dictionary and
school textbooks are to be considered; educational deprivation is defined
here as having less than four of the seven items listed.