Summary
EDT 102H - Guidance, counselling and life skills development - SUMMARY
- Institution
- University Of South Africa (Unisa)
EDT 102H - Guidance, counselling and life skills development - SUMMARY
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By: 18zee • 5 year ago
By: lalliedippenaar • 6 year ago
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EDT 102 HLife orientation:
- Equips learners for successful living in a transforming society.
- It is concerned with the physical, emotional, spiritual, social and intellectual
growth of learners.
- Includes building self-esteem, survival skills and living a healthy lifestyle.
- School guidance and counselling helps learners to get to know themselves
and to become acquainted with different careers.
- Life skills teach children with the skills they need to deal with situations in
their lives.
Characteristics of a worthy NCS teacher:
- Qualified
- Capable
- Dedicated
- Compassionate
Roles of a worthy NCS teacher:
- Facilitators of learning
- Interpreters and designers of learning programmes and material
- Leaders, administrators and managers
- Subject specialists
- Researchers and lifelong learners
- Community members, citizens and counsellors
- Assessors and experts in learning areas
The development of the self in society:
By means of the learning outcomes and assessment standards learners develop
skills, knowledge, values and attitudes that empower learners to make informed
decisions and act responsibly with regards to:
The 5 outcomes for life orientation:
- Health promotion
- Social development
- Personal development
- Physical development and movement
- Orientation regarding the world of work
The aims of school guidance and counselling:
- Teach learners to become involved in the community and to take ownership
of the community.
- Cultivate a culture of learning for all.
- Empower the individual by promoting healthy development.
- Create a n effective education support system.
- Create teacher support teams that form an effective support service.
Objective and performance outcomes of school guidance and counselling:
- Provide learners with a sense of security.
- Bring learners into contact with reality.
- Orientate learners towards reality.
- Help learners make sense of reality.
, - Assist learners while they are growing up by helping them anticipate future
events.
- Give learners courage to fulfill their potential.
- Help learners find solutions for their problems.
- Help learners become productive citizens of their country.
The learner functions in the following different situations:
- The educational situation
- The personal situation
- The career situation
Outcomes are:
- Being able to think
- Being able to solve problems
- To collect, organize and analyse information
- To work in a group and independently
- To communicate
- To make responsible decisions
Parameters of counselling, guidance and life skills:
- Securing the learner
- Confronting the learner
- Orientating the learner
- Allowing the learner to anticipate future options
- Facilitating the actualization of the learner
The learner as a whole:
- Physical
- Cognitive
- Affective
- Conative
- Social
- Normative
GUIDANCE:
Personal and social guidance:
Learners need personal and social support because they will sometimes feel lonely,
rejected or inferior. They may also experience crisis such as abuse, death etc and
this can affect their behaviour.
Educational guidance:
Is concerned with all aspects of learning. Education guidance takes note of:
- Study methods
- Academic assistance
- Parents unrealistic expectations
- Educators unrealistic expectations
- Learners motivation to learn
Vocational guidance:
, The learner needs to be guided to make a realistic career choice. They need to
explore work opportunities. This can be done in primary school by visiting a
hospital, fire station, farm etc
Principles of personal and social guidance:
- Individual uniqueness:
Learners have their own inner values. Educators need to respect learners and
their values and help learners discover their self-worth and develop and
understanding of their own individuality.
- Acceptance:
Educators need to accept that their learners are unique. There needs to be a
mutual relationship based on acceptance. When we accept and support
learners they begin to trust us.
- Association:
Educators need to get to know learners. The educator and learner need to
form a relationship and work together to confront any issues facing the
learner.
- Encounter:
When two people have an encounter they make an effort to communicate
with each other. They both step out of themselves to meet each other and
make contact with each other. The educator and learner must meet each
other with dignity and respect.
Implementing personal and social guidance:
Physical support:
- Increase in height and mass
- Changes in physical proportion (muscle and bone growth)
- Learners start losing their milk teeth
- Brain and nervous system develop rapidly during this time
- Sight- young learners are usually far sighted
- Hearing develops fully during infancy
When offering personal and social guidance to learners in the area of
physical development:
- Be patient as motor skills take time to develop
- Encourage development at learners own pace
- Motor skills are developed through practice
Educators must be aware that:
- Physical weakness can lead to poor coordination and lack of endurance
- Learners may isolate themselves because of physical weakness
- Physical differences can cause learners to have a poor self-image
- Learners may need help accepting themselves
Educators play an important role in identifying problems. Be alert for:
- Symptoms that indicate physical exhaustion
- Signs that the learner is not receiving proper care at home
- A careless attitude towards hygiene
- Indications that the learner is underweight or undernourished
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