In the research reported on here we explored educators’ experiences of learners’ social functioning in middle childhood in a South African context. Educators are important socialisation agents for learners in middle childhood, and we reasoned that they could offer valuable information to identify those key social skills and competencies that learners in this life phase need to function optimally. A qualitative exploratory design was used. Twenty-nine educators were purposefully selected as participants from 4 school districts in a demarcated area in the North-West province. Data were collected via 4 focus group interviews, with each focus group interview including the educators of 1 school per district. Thematic analysis of the data revealed the embeddedness of learners’ social functioning in the complex blend of South Africa’s unequal contexts and diverse cultures; the demonstration of inappropriate and appropriate behaviour as indicators of learners’ quality of social functioning in the learning environment; and the imperative to intentionally develop and strengthen the social skills and emotional competencies of learners in middle childhood. We recommend that learners in middle childhood be supported to acquire higher levels of social competence, in particular skills of communication and listening, conflict management, and problem-solving to improve innate social functioning.

中文翻译：

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探索教育者对儿童中期学习者社会功能的体验

在此处报告的研究中，我们探讨了教育工作者在南非背景下对儿童中期学习者社会功能的体验。教育者是儿童中期学习者的重要社会化代理人，我们推断他们可以提供有价值的信息来确定学习者在这个生命阶段需要以最佳方式发挥作用的关键社交技能和能力。使用了定性探索性设计。有目的地从西北省划定区域的 4 个学区挑选了 29 名教育工作者作为参与者。通过 4 次焦点小组访谈收集数据，每次焦点小组访谈包括每个地区 1 所学校的教育工作者。数据的主题分析揭示了学习者的社会功能在南非不平等的环境和多元文化的复杂混合中的嵌入性；作为学习环境中学习者社会功能质量指标的不适当和适当行为的示范；以及有意识地发展和加强儿童中期学习者的社交技能和情感能力的必要性。我们建议支持儿童中期的学习者获得更高水平的社交能力，特别是沟通和倾听、冲突管理和解决问题的技能，以改善先天的社交功能。以及有意识地发展和加强儿童中期学习者的社交技能和情感能力的必要性。我们建议支持儿童中期的学习者获得更高水平的社交能力，特别是沟通和倾听、冲突管理和解决问题的技能，以改善先天的社交功能。以及有意识地发展和加强儿童中期学习者的社交技能和情感能力的必要性。我们建议支持儿童中期的学习者获得更高水平的社交能力，特别是沟通和倾听、冲突管理和解决问题的技能，以改善先天的社交功能。