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Life Skills Assignment 3 Perceptual Skills Development R95,00
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  3. Cornerstone College, Pretoria, Gauteng
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  5. LIFE SKILLS (ED4LS2)

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Life Skills Assignment 3 Perceptual Skills Development
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This essay covers assignment 3 for Life Skills Didactics and includes Perceptual Skill Development activities for Grade R

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  • June 27, 2022
  • 16
  • 2020/2021
  • Essay
  • Unknown
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ASSIGNMENT 3:

LEARNER ACTIVITIES




PERCEPTUAL SKILLS DEVELOPMENT




IN PARTIAL FULFILMENT
OF THE REQUIREMENTS IN POST GRADUATE CERTIFICATE IN EDUCATION
(FOUNDATION PHASE) (PGCE FP)
FOR


LIFE SKILLS DIDACTICS (ED4-LS2)


AT
CORNERSTONE INSTITUTE




BY
SHANNON JADE SCHOFIELD
(50393)


17 SEPTEMBER 2020

, TABLE OF CONTENTS




1. PERCEPTUAL SKILL DEVELOPMENT IN GRADE R…………………………………..3

2. VISUAL FIGURE-GROUND ACTIVITIES…………..………………………….…………..3

3. VISUAL DISCRIMINATION ACTIVITIES…………………………………………………..5

4. BODY AWARENESS ACTIVITIES………………………………………………………….7
5. VISUAL CLOSURE ACTIVITIES……………………………………………………………8




REFERENCES

APPENDIX A

APPENDIX B

APPENDIX C

APPENDIX D




2

, 1. PERCEPTUAL SKILL DEVELOPMENT IN GRADE R
Children have a natural urge to explore their environment and gain information through their
senses as they engage with the social and physical world around them. Perceptual skills and
motor function are interrelated components that are important for the holistic development of
young children and equip them with the skills to explore their surroundings in a meaningful
way. If a child is not able to develop strong perceptual motor skills their development may
become stunted and they might not be able to respond appropriately in different scenarios or
to different stimuli which would in turn pose a barrier to children once they enter the school
environment (Nel, Nel, & Hugo, 2013: 143). According to the Curriculum and Assessment
Policy Statement 2011, these skills are of the utmost importance in paving the path to future
learning and the holistic development of young learners as they equip them with the
knowledge and skills needed for reading, writing, and language development.
Perceptual skills development takes place throughout all areas of learning and should be
integrated into the various Life Skills subjects whenever possible. Excell and Linington (2015)
define perceptual motor development as a ‘three-part process’ which takes place as the child
comes into contact with their environment and refers to their ability to absorb information from
the environment using the senses, interpreting the information received through the brain and
then responding with the appropriate motor action. This process allows the child to refine their
perceptual skills and gain a greater understanding of their bodies and how they function as
well as how play bodies can be controlled. Having a greater understanding of one’s body and
how it functions in relation to the surrounding environment is important for a positive self-
image. Perceptual development is closely linked with fine and gross motor development, in
that children use their perceptual skills to distinguish information from stimuli or environmental
cues which will inform their choice of which motor action is needed in a particular situation.
Nel, Nel, and Hugo (2013) argue that it is vital for young children to receive meaningful
stimulation before starting official schooling in order to optimally develop their perceptual skills
and have the competencies necessary to succeed academically. For teachers to help the
learners succeed in all aspects of life they need to adapt lessons to fit all learners unique
learning styles and to incorporate the five senses into teaching whenever possible, this is why
the Grade R classroom is set up in a way that optimises the learning and teaching experience.
The next section will focus on activities that support the development of specific perceptual
skills in young learners.


2. VISUAL FIGURE-GROUND ACTIVITIES
Visual figure-ground perception is defined as the ability to identify specific objects against a
busy foreground and background, and not being distracted by other stimuli (Excell &
Linington, 2015: 69).

• Activity 1 - Where’s Spot:
Study Area: Beginning Knowledge {Develops ability to distinguish specific objects from a busy
background}
Resources: Toy dog or dog cut out.
Activity: This activity can take place indoors or outdoors and is a whole class activity. The learners will
be seated next to one another and asked to close their eyes. The teacher will quickly place
the dog ‘Spot’ somewhere around the area. Learners will have to scan the surrounding areas
to find Spot the dog, they will have to concentrate on Spots features such as his fluffy tail and
big eyes and not become distracted by the busyness of the classroom or outdoor environment.
3

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