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 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.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2011

Author dc:creator

• Harrison, Giulietta

Advisor dc:contributor.advisor

• Hardman, Joanne

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10658

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10658