Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study

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dc.contributor.advisorHardman, Joanneen_ZA
dc.contributor.authorHarrison, Giuliettaen_ZA
dc.date.accessioned2014-12-30T19:55:44Z
dc.date.available2014-12-30T19:55:44Z
dc.date.issued2011en_ZA
dc.description.abstractThis thesis examines the role of a teacher as a mediator who has the potential to facilitate self-regulation in preschool learners. The study examines whether, within a South African classroom case study, the conscious mediation by an educator, together with the use of scaffolding within Vygotsky's theory of (ZPD), enables preschoolers to successfully achieve self-regulation and thereby manage their cognitive and emotional development. The constructs of emotional intelligence and how they link to socio-emotional learning, are discussed.en_ZA
dc.identifier.apacitationHarrison, G. (2011). <i>Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/10658en_ZA
dc.identifier.chicagocitationHarrison, Giulietta. <i>"Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2011. http://hdl.handle.net/11427/10658en_ZA
dc.identifier.citationHarrison, G. 2011. Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Harrison, Giulietta AB - This thesis examines the role of a teacher as a mediator who has the potential to facilitate self-regulation in preschool learners. The study examines whether, within a South African classroom case study, the conscious mediation by an educator, together with the use of scaffolding within Vygotsky's theory of (ZPD), enables preschoolers to successfully achieve self-regulation and thereby manage their cognitive and emotional development. The constructs of emotional intelligence and how they link to socio-emotional learning, are discussed. DA - 2011 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 T1 - Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study TI - Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study UR - http://hdl.handle.net/11427/10658 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/10658
dc.identifier.vancouvercitationHarrison G. Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2011 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/10658en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleMediating self-regulation in a kindergarten class in South Africa : an exploratory case studyen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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