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dc.contributor.advisorGreen, Lena
dc.contributor.authorRoberts, Anthony Francis
dc.contributor.otherDept. of Psychology
dc.contributor.otherFaculty of Community and Health Sciences
dc.date.accessioned2013-09-11T12:29:15Z
dc.date.available2007/09/19 10:58
dc.date.available2007/09/19
dc.date.available2013-09-11T12:29:15Z
dc.date.issued2006
dc.identifier.urihttp://hdl.handle.net/11394/2078
dc.descriptionMagister Psychologiae - MPsychen_US
dc.description.abstractThis study explored the effects of a teacher development programme based on Philosophy for Children. One of the challenges facing education in South Africa is that the school curriculum has to promote the development of values, such as respect for life, equality, protection of freedom and the right to an opinion, through creative and critical thinking. The theorists, Jean Piaget and Lev Vygotsky inform our understanding of cognitive development with the important notions of active involvement, mediated learning and the development of thinking skills. Many programmes have been developed to assist learners in this regard. One such programme is Philosophy for Children. This study located Philosophy for Children and the locally developed material, Stories for thinking, in Vygotskian theory and explored its application within a South African context.en_US
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.subjectCognitive learning - South Africaen_US
dc.subjectLearningen_US
dc.subjectPsychology of - South Africaen_US
dc.subjectCreative thinkingen_US
dc.subjectStudy and teaching - South Africaen_US
dc.subjectThought and thinkingen_US
dc.titleThe effects of a teacher development programme based on Philosophy for Childrenen_US
dc.typeThesisen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.description.countrySouth Africa


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