Psychopedagogics

Translation (2011) of Die kind met spesifieke leergeremdhede. Publication of the University of Pretoria,
Nuwe Reeks No. 136, 1979.

CONTENT

WHO IS THE CHILD WITH SPECIFIC
LEARNING DISABILITIES

P. A. van Niekerk

1. Introduction
2. The connection between specific learning problems and neurological dysfunctions
3. Handicaps in contrast to disabilities
4. The specific learning disabilities
4.1 Inadequate learning
4.2 Deficient learning results
4.3 Deficient actualization of learning
4.4 Synthesis
5. Children with specific learning disabilities as a

Translation (2011) of Gouws, Marthinus: Die psigiese lewe van die outistiese kind-in-opvoeding. M. Ed., University of Pretoria, 1979.

CONTENTS
CHAPTER 1
INTRODUCTORY ORIENTATION, STATEMENT OF THE PROBLEM, AIM AND PLAN OF STUDY
1.I INTRODUCTORY ORIENTATION
1.1.1 The breakthrough of educating and teaching in intervening
with the autistic child
1.1.2 The concept “autism” and the name “autistic child”
1.1.3 Criteria for identifying autism in children and the recognition
of autism in practice
a) General
b) Criteria for identifying autism as compiled by Kanner

Translation (2010): M. M. Fourie, Vroulikheid setel in die vrou se anderse wyse van in-die-wereld-wees. South African Journal of Pedagogy, 1972, Vol. 8, No. 2, pp. 69-81.

Translation (2010) of Synopsis of: Die sinsamehang tussen liggamlikheid en die psigiese lewensvoltrekking van die kind-in-opvoeding. Unpublished M. Ed. Thesis, University of Pretoria, 1981.

Translation (2001) of part [Chapters 1-16] of Die Opvoedkundige-Sielkunde: ‘n Handleiding in die Opvoedkundige-Sielkunde. Stellenbosch: University Publishers and Booksellers, 1986.

CONTENTS

FOREWORD

PART I
THE TERRAIN OF EDUCATIONAL PSYCHOLOGY AS ORTHOPEDAGOGICS
P. A. Van Niekerk

Chapter 1
Intervention with a child in distress
1. Introduction
2. The deviant child
3. Explanatory models

Chapter 2
The many sides of educational psychology (psychopedagogics)
1. Introduction
2. The psychological study of development

Translation (1999) of Kinderlikebeleweing” ‘n psigologies-pedagogiese studie. Johannesburg: Perskor, 1972

TABLE OF CONTENTS

TRANSLATOR'S INTRODUCTION

FOREWORD

CHAPTER 1: STATEMENT OF THE PROBLEM, AIM AND PLAN OF STUDY
1. INTRODUCTION
2. CLARIFICATION OF CONCEPTS
3. THE LIFE WORLD AND EXPERIENTIAL WORLD AS POINTS OF DEPARTURE FOR EXPLORING THE CHILD
4. LIVED-EXPERIENCE AS FUNDAMENTAL ANTHROPOLOGICAL CATEGORY IN THE LIFE WORLD OF THE CHILD
5. THE AIM OF THE STUDY
6. PROGRAM OF THE STUDY
REFERENCES

Translation (1997) of: Persoonsvoltrekking: psigopedagogiek vir onderwysstudente. Unpublished manuscript, 1984.

CONTENTS

CHAPTER I: FROM REALITY TO SCIENCE
1. Reality as point of departure
2. The phenomenological method
3. Pedagogics as science
4. Preliminary questions
5. References

CHAPTER II: THE PRECONDITIONS FOR PERSONAL ACTUALIZATION
1. Introduction
2. Guiding to personal actualiazation
3. Self-actualization
4. Summary
5. References

CHAPTER III: PERSONAL ACTUALIZATION BY ACTUALIZING THE PSYCHIC LIFE AND LEARNING

Translation (2006) of: 'n Psigopedagogiese beskouing van selfverwerkliking as essensiele faset van volwassenwording. South African Journal of Pedagogy (1977) Vol. 11, No. 2, 116-131.

Translation (1993) of: Leereffek: Begeleiding tot leereffek in die pre-primere skool. Paper presented at Symposium on Readiness for School held at the University of South Africa, September 5, 1981.

Translation (1998) of: Die ontplooiing van die pedagogiekdenke in die verskillende deeldissiplines van die Fakulteit Opvoeding oor die afgelope vyftig jaar: Psigopedagogiek. Pedagogiekjoernaal, 1 (2), 158-176.