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Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study
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...
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2014
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| _version_ | 1867613159652589569 |
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| access_status_str | Open Access |
| author | Harrison, Giulietta |
| author2 | Hardman, Joanne |
| author_browse | Hardman, Joanne Harrison, Giulietta |
| author_facet | Hardman, Joanne Harrison, Giulietta |
| author_sort | Harrison, Giulietta |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/10658 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:31:43.046Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/10658 Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study Harrison, Giulietta Hardman, Joanne Education 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. 2014-12-30T19:55:44Z 2014-12-30T19:55:44Z 2011 Master Thesis Masters MEd http://hdl.handle.net/11427/10658 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Harrison, Giulietta Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study |
| thesis_degree_str | Master's |
| title | Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study |
| title_full | Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study |
| title_fullStr | Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study |
| title_full_unstemmed | Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study |
| title_short | Mediating self-regulation in a kindergarten class in South Africa : an exploratory case study |
| title_sort | mediating self regulation in a kindergarten class in south africa an exploratory case study |
| topic | Education |
| url | http://hdl.handle.net/11427/10658 |
| work_keys_str_mv | AT harrisongiulietta mediatingselfregulationinakindergartenclassinsouthafricaanexploratorycasestudy |