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English: In article 1 the historical overview of the development of the NLP model brought to the light that two psychologists, Richard Bandier and John Grinder, initiated the NLP model. They mainly modelled the most effective patterns of three experts in psychology. The NLP model was composed of these and was used initially in psycho-therapy with children and adults. The application possibilities of the NLP model, however, were expanded to a variety of fields, including education. From a psycho-educational point of view it seems as if NLP can be used to help children on their way to adulthood. Although it seems as if the NLP model does have relevance in psycho-education, the extent of the relevance still has to be determined. In Article 2 a perspective is given on the most important NLP concepts and presuppositions, and thus the focus is on its application value for children. In terms of the NLP model it was found that as every child (as well as every adult) has a unique model of the world, a profound understanding of the way in which children create images of the world will be to the advantage of each psychologist/teacher in order to understand the child better. Children have representational systems by means of which information is processed mainly visually, auditively and kinaesthetically. Although children normally have a primary representational system, they have to be guided to develop access to all their representational systems. Thus they will be able to communicate with more ease with others and to master the different learning areas in school. However, it has also been found that researchers question the validity of some of the NLP concepts. Article 3 offers a psycho-educational investigation of the most important NLP skills and techniques. NLP techniques can be divided into NLP communication techniques and NLP esoteric techniques. The researcher came to the conclusion that the NLP esoteric techniques seem to be totally unacceptable in application to child, Afrikaans: In artikel 1 het die historiese oorsig rakende die ontwikkeling van die Neuro-linguïstiese Programmeringsmodel (NLP-model) aan die lig gebring dat twee psigoloë, Richard Bandier en John Grinder, die NLP-model geïnisieer het. Hulle het die mees effektiewe patrone van hoofsaaklik drie deskundiges in die psigologie gemodelleer. Die NLP-model is hieruit saamgestel en aanvanklik in psigoterapie met kinders en volwassenes aangewend. Die toepassingsmoontlikhede van die NLP-model het egter uitgebrei na 'n verskeidenheid terreine, insluitende die onderwys. Vanuit 'n psigo-opvoedkundige oogpunt wil dit voorkom asof NLP aangewend kan word om kinders in hulle opwegwees na volwassewording te help. Alhoewel dit blyk asof die NLP-model relevansie vir die psigo-opvoedkunde het, moet die mate van relevansie egter nog vasgestel word. In Artikel2 word 'n psigo-opvoedkundige perspektief op die belangrikste NLP-konsepte envooronderstellings gegee en sodoende op die toepassingswaarde daarvan vir kinders gefokus. Ingevolge die NLP-model is bevind dat, aangesien elke kind (ook volwassene) 'n unieke wêreldmodel besit, 'n deeglike begrip van hoe kinders voorstellings van die wêreld skep, tot voordeel van elke sielkundige/onderwyser sal strek om elke kind beter te verstaan. Kinders besit voorstellingsisteme waardeur inligting hoofsaaklik visueel, ouditief en kinesteties verwerk word. Alhoewel kinders normaalweg oor 'n primêre voorstellingsisteem beskik, moet hulle ook gelei word om toegang tot al hulle voorstellingsisteme te ontwikkel. Sodoende sal hulle makliker met ander kan kommunikeer en die verskillende leerareas op skool baasraak. Daar is egter ook bevind dat navorsers die geldigheid van sommige NLPkonsepte ernstig bevraagteken. Artikel 3 bied 'n psigo-opvoedkundige ondersoek aangaande die belangrikste NLPvaardighede en -tegnieke. NLP-tegnieke kan verdeel word in NLP-kommunikasietegnieke en NLP-esoteriese tegnieke. Die navorser het tot die gevolgtrekking gekom dat die NLP- es