CDE3701/101/0/2021

Tutorial Letter 101/0/2021

Child Development (0-9)

CDE3701

Year module

Department of Early Childhood Education

This tutorial letter contains important information

about your module.

BARCODE

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 CDE3701/101/0/2021

CONTENTS
Page

1. INTRODUCTION TO THE MODULE ......................................................................................... 4

2. PURPOSE AND OUTCOMES OF THE MODULE ..................................................................... 4

2.1 Purpose..................................................................................................................................... 4

2.2 Outcomes.................................................................................................................................. 5

3. LECTURER(S) AND CONTACT DETAILS ................................................................................ 6

3.1 Lecturer(s)................................................................................................................................. 6

3.2 Department ............................................................................................................................... 6

3.3 University .................................................................................................................................. 7

4. RESOURCES ........................................................................................................................... 7

4.1 Prescribed book(s) .................................................................................................................... 7

4.2 Recommended book(s) ............................................................................................................. 7

4.3 Electronic reserves (e-reserves) ................................................................................................ 8

4.4 Library services and resources information ............................................................................... 8

5. STUDENT SUPPORT SERVICES ............................................................................................ 9

6. STUDY PLAN............................................................................................................................ 9

8. ASSESSMENT........................................................................................................................ 15

8.1 Assessment criteria ................................................................................................................. 15

8.2 Assessment plan ..................................................................................................................... 16

8.3 Assignment numbers............................................................................................................... 16

8.3.1 General assignment numbers ................................................................................................. 16

8.3.2 Unique assignment numbers ................................................................................................... 16

8.4 Assignment due dates ............................................................................................................. 17

8.5 Submission of assignments ..................................................................................................... 17

8.6 The assignments ..................................................................................................................... 20

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8.7 Other assessment methods..................................................................................................... 31

8.8 The examination...................................................................................................................... 31

8.8.1 Examination admission ........................................................................................................... 31

8.8.2 How will this work in practice? ................................................................................................. 31

8.8.3 Examination period.................................................................................................................. 32

8.8.4 Examination paper .................................................................................................................. 32

8.8.5 Previous examination papers .................................................................................................. 32

8.8.6 Tutorial letter with information on the examination ................................................................... 32

9 FREQUENTLY ASKED QUESTIONS ..................................................................................... 33

10 SOURCES CONSULTED........................................................................................................ 33

11 IN CLOSING ........................................................................................................................... 33

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Dear Student

As part of this tutorial letter, we wish to inform you that Unisa has implemented a transformation
charter based on five pillars and eight dimensions. In response to this charter, we have also
placed curriculum transformation high on the agenda. For your information, curriculum
transformation includes the following pillars: student-centred scholarship, the pedagogical
renewal of teaching and assessment practices, the scholarship of teaching and learning, and
the infusion of African epistemologies and philosophies. These pillars and their principles will
be integrated at both the programme and module levels, as a phased-in approach. You will
notice the implementation thereof in your modules, and we encourage you to fully embrace
these changes during your studies at Unisa.

1. INTRODUCTION TO THE MODULE

This tutorial letter is linked to the module CED3701 (Child Development). This module will equip
you with the knowledge, skills and values related to the development of the young child through
the framings of a reflective teacher. This is a year module and this document will provide you
with all your formal assessment information.

2. PURPOSE AND OUTCOMES OF THE MODULE

2.1 Purpose

The purpose of this module is to equip you with the knowledge, skills and values related to the
development of the young child through the framings of a reflective teacher. You will explore
each domain of child development in the early childhood phase from birth to nine years. As
you engage with the domains of development, you will be afforded opportunities for
understanding child development in diverse context with sensitivity to varying capabilities of
children. In this way, you will enhance your understanding of the variations and complexities of
child development. The age and stage contextual approach will assist in developing appropriate
activities for supporting early learning.

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2.2 Outcomes
This module structure is given by way of a set of outcomes. These outcomes will guide you in
your study of the contents of the module as well as in preparation for your assessments. After
completing this module, you should be able to understand the development of a child in the
Foundation Phase. The learning outcomes referred to here are those you are expected to
achieve, and the assessment criteria will guide you in achieving the outcomes of this module.

Specific learning outcomes and assessment criteria

Specific outcome Assessment criteria

• Theories of child development and learning are identified.

• Theories related to holistic development are explained

Engage with various theories of child
1 •
development and learning.
and critically discussed.
Theories in relation to the context of children’s lives and
their varying abilities are critically discussed.

• Implications of theories for practice with diverse needs of

children are reflected upon and recorded using online
learning resources.

• Concepts related to physical and motor development are

explained.

• Importance of physical growth and motor development is

Address physical development of
2 discussed through examples and case studies.
young children.
• Activities that are age and stage appropriate are reflected
upon and designed, bearing in mind the diversity of child
development.

• The development of cognitive skills of young children are

explained.

• Early cognition is defined.

• The stages of language development are discussed and

Explain cognitive development of
3 young children.
examples are formulated.
• Activities that are age and stage appropriate are reflected
upon and designed, bearing in mind the diversity of child
development.

• Perceptual development is defined in context.

• Stages and milestones of perceptual development are

identified and critically discussed.

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 • Activities to support perceptual development are designed
using different criteria to judge appropriateness.

• Social and emotional growth of young children is explained.

• Components of self- esteem are identified and explained.

Discuss social and emotional • Development of children’s identity is explained through

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development of young children. case studies.

• Activities that are age and stage appropriate are reflected

upon and designed, bearing in mind the diversity of child
development in context.

• The stages of moral development are explained.

• The implications for moral development in relation to

Address the moral development of having a sense of belonging are discussed.
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young children.
• Activities to enhance moral development are reflected upon
and designed, bearing in mind the variety of ways in which
a sense of belonging is understood.

• The concept of creativity is defined.

• The development of children’s creativity is explained.

Discuss the creative development of • The importance of imagination in relation to the creative
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young children. development of young children is discussed.

• Activities to enhance creative development are reflected

upon and designed, bearing in mind the varying abilities of
children in different context.

3. LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)
Dr. T.A.L Phala
Telephone number: 012 429 4612
E-mail address: phalatal@unisa.ac.za

3.2 Department
Mrs. M Magolego
Telephone number: 012 429 4583
E-mail address: makgome1@unisa.ac.za

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Direct all queries that are not of a purely administrative nature but that deal with the content
of this module to us. You also have to use your myLife email when you communicate with the
University and with lecturers. Lecturers will not respond to queries send from private
emails.

3.3 University
If you need to contact the University about matters not related to the content of this module,
consult the publication Study @ Unisa, which you have received with your study material. This
publication contains information on how to contact the University (e.g. to whom you can write
for different queries, important telephone and fax numbers, as well as the addresses and
business hours of certain facilities).
Always have your student number at hand when you contact the University. Note that all
administrative enquiries should be directed to study-info@unisa.ac.za. Enquiries will then be
channeled to the correct department.

MyUnisa is the official communication platform. You have to claim your myLife e-mail
account. All personal details are captured on myUnisa. You must activate the site in order for
you to obtain all the communication regarding your studies as well as your official study
material. Always use your myLife e-mail when you communicate with the University and
with lecturers.

4. RESOURCES
4.1 Prescribed book(s)

There are no prescribed books for this module. The Learning Guide CED3701 will be used.

4.2 Recommended books

Conkbayir, M. & Pascal, C. (2014). Early Childhood Theories and Contemporary Issues: An
Introduction. London: Bloomsbury.
Louw, D.A. & Louw, A.E. (2014). Child and Adolescent Development (second Ed.).
Bloemfontein: Psychology Publications.

Recommended books can be requested online, via the library catalogue.

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4.3 Electronic reserves (e-reserves)

• https://link.springer.com/article/10.1007/s10643-007-0202-7
• https://link.springer.com/content/pdf/10.1007%2Fs11218-006-9003-x.pdf
• https://www.sciencedirect.com/science/article/pii/S0738059312000284
https://pdfs.semanticscholar.org/247b/407f030a4a090e9307566a93be61d7dc52b3.pdf
• https://www.researchgate.net/publication/267237463_Shona_Traditional_Children's_G
ames_and_Play_Songs_as_Indigenous_Ways_of_Knowing
• https://www.ncbi.nlm.nih.gov/pubmed/28124459
• https://www.researchgate.net/publication/258185105_Piaget_Vygotsky_and_the_Cultu
ral_Development_of_the_Notions_of_Possibility_and_Necessity_An_Experimental_St
udy_among_Rural_South_African_Learners
• https://www.tandfonline.com/doi/full/10.1080/10749030802477374

E-reserves can be downloaded from the library catalogue. More information is available at
http://libguides.unisa.ac.za/request/request

4.4 Library services and resources information

The Unisa Library offers a range of information services and resources:
• For detailed Library information, go to https://unisa.ac.za/library
• For research support and services (e.g. personal librarians and literature search
services), go to https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support
• The Library has created numerous Library guides: https://libguides.unisa.ac.za

Recommended guides:

• Request and download recommended material:

https://libguides.unisa.ac.za/request
• Postgraduate information services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using Library resources and tools:
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the Library:
https://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
• Assistance with technical problems accessing the Unisa Library or resources:
https://libguides.unisa.ac.za/techsupport

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You may also send an e-mail to Lib-help@unisa.ac.za (please add your student number in
the subject line).

5. STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies
This brochure has all the tips and information you need to succeed at Unisa.

6. STUDY PLAN
The Study @ Unisa brochure contains valuable information that will assist you with time
management and I suggest that you note the due dates for all the assignments that are to be
submitted online only. Use the guidelines below to plan your studies for CED3701.

NB: ALL LEARNING UNITS AND ACTIVITIES IN THE STUDY GUIDE ARE VERY
IMPORTANT AND NEED TO BE STUDIED THOROUGHLY.

WEEK
LEARNING UNIT
STUDENT ACTIVITY
1 LEARNING UNIT 1: Thorough reading and studying of the learning unit.
THEORIES OF CHILD DEVELOPMENT Read all articles and complete all activities.
1.1 Introduction
1.2 What is child development?
1.3 General factors that influence child
development
1.4 Theories of child development.

2 LEARNING UNIT 1: SELF-REFLECTION FOR LEARNING UNIT 3

THEORIES OF CHILD ASK YOURSELF THE FOLLOWING QUESTIONS:
DEVELOPMENT • What I know about theories of child
development?
• What I need to know about theories of child
development?
• What I have learned about theories of child
development?
• What challenges do I still have about theories
of child development?

CONSULT YOUR E-TUTORS AND LECTURER IF

YOU STILL NEED HELP

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3 LEARNING UNIT 2: PHYSICAL
DEVELOPMENT IN THE FOUNDATION
PHASE
4 LEARNING UNIT 2: PHYSICAL
DEVELOPMENT IN THE FOUNDATION
PHASE
10
Thorough reading and studying of the learning unit.
Read all articles and complete all activities
2.1 Introduction
2.2 Concept clarification
2.3 Physical development of the foundation
phase child
2.4 Activities for gross and fine motor
development:
2.4.1 Teacher planning and preparation of physical
movement activities
2.4.2 Methods of presentation
2.4.3 Activities to promote gross motor
development
2.4.4 Teacher preparation for promoting fine motor
development
2.4.5 Parent involvement for promoting physical
development
2.5 Factors that influence physical development.
2.5.1 The effect of nutrition and obesity on physical
development.
2.5.2 The effect of genes and environment on
physical development.
2.5.3 The effect of cultural practices on physical
development
2.5.4 The effect of gender differences on physical
development.
2.5.5 The effect of illness and accident injuries on
physical development.
SELF-REFLECTION FOR LEARNING UNIT 3
ASK YOURSELF THE FOLLOWING QUESTIONS:
• What I know about the physical development
of the child?
• What I need to know about the physical
development of the child?
• What I have learned about the physical
development of the child?
• What challenges do I still have about the
physical development of the child?
CONSULT YOUR E-TUTORS AND LECTURER IF
YOU STILL NEED HELP

5 ASSIGNMENT PREPARATION: START WITH YOUR ASSIGNMENT 01
6 LEARNING UNIT 3: COGNITIVE
DEVELOPMENT OF THE YOUNG
CHILDREN
7 LEARNING UNIT 3: COGNITIVE
DEVELOPMENT
8 LEARNING UNIT 3: COGNITIVE
DEVELOPMENT
9 LEARNING UNIT 3: COGNITIVE
DEVELOPMENT
CDE3701/101/0/2021
Thorough reading and studying of the learning
unit.
read all articles and complete all activities
3.1 Introduction
3.2 The importance of the cultural context
3.3 General milestones in cognitive
development
3.4 Most influential theories of cognitive
development
3.4.1-3.4.3
Piaget’s constructivism theory
3.4.4 Vygotsky’s sociocultural theory
3.4.5 Bruner’s Theory of Cognitive and Language
Development
3.4.6 Information Processing Theory
3.5 Language Development
3.5.1 Language development of babies
3.5.2. Language development during early
childhood
3.5.3 General language development during
middle childhood
3.6 The development of mathematical thought
3.6.1 Cognitive prerequisites for mathematical
thought
SELF-REFLECTION FOR LEARNING UNIT 3
ASK YOURSELF THE FOLLOWING
QUESTIONS:
• What I know about the cognitive and
language development of the young child?
• What I need to know about the cognitive
and language development of the young
child?
• What I have learned about the cognitive
and language development of the young
child?
• What challenges do I still have about the
cognitive and language development of the
young child?
CONSULT WITH YOUR ETUTORS AND
LECTURER IF YOU STILL NEED HELP.
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10 LEARNING UNIT 4: THE SOCIAL AND Thorough reading and studying of the learning
EMOTIONAL DEVELOPMENT OF THE unit.
FOUNDATION PHASE CHILD Complete the activities:

4.1 Introduction
4.2 Concept clarification
4.3 Definitions of social and emotional
development
4.4 The importance of social and emotional
development
4.5 Components that shape social and
emotional development
4.5.1 The influence of the components on
children’s social development

11 LEARNING UNIT 4 4.5.2 The influence of the components on

children’s emotional development
4.5.3 Learning styles and multiple intelligence

12 LEARNING UNIT 4 4.6 Theory of social and emotional

development milestones
4.6.1 Erik Erikson’s theory of social development

13 ASSIGNMENT 01 SUBMISSION
ASSIGNMENT PREPARATIONS: START WITH YOUR ASSIGNMENT 02
14 LEARNING UNIT 4 4.7 Social development milestones
4.7.1 Social development milestones
4.7.2 Emotional milestones
15 LEARNING UNIT 4 4.8 The role of the teacher
4.8.1 Where does the Foundation Phase teacher
begin to teach all these principles?
4.8.2 Informal general evaluation of social
competence
4.8.3 The shy child
4.8.4 Bullying
16 LEARNING UNIT 4 4.9 The role of the parents
4.9.1 Different family structures
4.9.2 Parents in the family structure
4.9.3 Positive parenting guidelines

SELF-REFLECTION FOR LEARNING UNIT 4

ASK YOURSELF THE FOLLOWING
QUESTIONS:
• What I know about the social and emotional
development of the foundation phase
child?
• What I need to know about the social and
emotional development of the foundation
phase child?
• What I have learned about the social and
emotional development of the foundation
phase child?
• What challenges do I still have about the
social and emotional development of the
foundation phase child?

CONSULT WITH YOUR ETUTORS AND

LECTURER IF YOU STILL NEED HELP.

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17 REFLECTION: ASSIGNMENT 01
REFER TO THE ASSIGNMENT FEEDBACK AND ASK YOURSELF THE FOLLOWING
QUESTIONS:
• What I knew in Assignment 01.
• What challenges did I have for Assignment 01?
• What I still need to know for Assignment 01.

Revisit all sections you had challenges with when answering Assignment 01
Consult with your E-tutors and lecturer if you still experience challenges with regard to
Assignment 01 feedback.
18 LEARNING UNIT 5: MORAL Thorough reading and studying of the learning
DEVELOPMENT OF YOUNG CHILDREN unit.
Read all articles and complete all activities.

5.1 INTRODUCTION
5.1.1 What is moral development?
5.2 STAGES OF MORAL DEVELOPMENT
5.2.1 Piaget’s theory of moral development
5.2.1.1 Piaget’s stages of moral development
5.2.2 Kohlberg’s theory of moral development
5.2.2.1 Kohlberg’s stages of moral development
5.2.2.2 Moral development from infancy to
adulthood
19 LEARNING UNIT 5 5.3 A sense of belonging
5.3.1 The concept of sense of belonging
5.3.2 The importance of a sense of belonging
5.3.3 Strategies of promoting a sense of
belonging
5.3.4 Implications of morality and a sense of
belonging
5.3.4.1 Implications for the learner
5.3.4.2 Implications for the teacher

SELF-REFLECTION FOR LEARNING UNIT 4

ASK YOURSELF THE FOLLOWING
QUESTIONS:
• What I know about the moral development
of the young child?
• What I need to know about the moral
development of the young child?
• What I have learned about the moral
development of the young child?
• What challenges do I still have about the
moral development of the young child?

CONSULT WITH YOUR ETUTORS AND

LECTURER IF YOU STILL NEED HELP.
20 ASSIGNMENT 02 SUBMISSION

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21 LEARNING UNIT 6: CREATIVE Thorough reading and studying of the learning
DEVELOPMENT OF YOUNG CHILDREN unit.
Read all articles and complete all activities.
6.1 Introduction
6.1.1 What is creativity?
6.1.2 What is creative development?
6.1.3 The importance of the creative process
6.2 Creative development of young children
6.2.1 Infancy period (0 to 2 years)
6.2.2 Pre-school period (2 to 6 years)
6.2.3 Middle childhood period (6 to 9 years)
6.3 The benefits of play and creative
development
6.4 The importance of imagination and
creativity
6.4.1 Creative thinking and imagination
22 LEARNING UNIT 6 6.5 Enhancing creativity development of
children in diverse context 181
6.5.1 Strategies of stimulating creativity in
children 181
6.5.2. Important factors to consider when planning
creative activities for children

SELF-REFLECTION FOR LEARNING UNIT 4

ASK YOURSELF THE FOLLOWING
QUESTIONS:
• What I know about the creative
development of the young child?
• What I need to know about the creative
development of the young child?
• What I have learned about the creative
development of the young child?

• What challenges do I still have about the

creative development of the young child?

CONSULT WITH YOUR ETUTORS AND

LECTURER IF YOU STILL NEED HELP.

EXAM PREPARATIONS:
NB: CONSULT YOUR STUDY GUIDE (ALL LEARNING UNITS AND ACTIVITIES ARE IMPORTANT).
YOUR SELF-REFLECTION ANSWERS WILL ALSO HELP YOU DURING YOUR EXAM PREPARATIONS.
23 EXAM PREPARATION: ALL sections, Articles and Activities
LEARNING UNIT 1:
THEORIES OF CHILD DEVELOPMENT

24 EXAM PREPARATION: ALL sections, Articles and Activities

LEARNING UNIT 2:
PHYSICAL DEVELOPMENT IN THE
FOUNDATION PHASE
25 EXAM PREPARATION ALL sections, Articles and Activities
LEARNING UNIT 3:
COGNITIVE DEVELOPMENT:
An overview from birth to nine years

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26 EXAM PREPARATION: ALL sections, Articles and Activities

LEARNING UNIT 4:
THE SOCIAL AND EMOTIONAL
DEVELOPMENT OF THE FOUNDATION
PHASE CHILD
27 EXAM PREPARATION: ALL sections, Articles and Activities
LEARNING UNIT 5:
MORAL DEVELOPMENT OF YOUNG
CHILDREN
28 EXAM PREPARATION: ALL sections, Articles and Activities
LEARNING UNIT 6:
CREATIVE DEVELOPMENT OF YOUNG
CHILDREN
29 SELF REFLECTION: ASSIGNMENT 02
REFER TO THE ASSIGNMENT FEEDBACK AND ASK YOURSELF THE FOLLOWING
QUESTIONS:
• What I knew in Assignment 02?
• What challenges did I have for Assignment 02?
• What I still need to know for Assignment 02?
Revisit all sections you had challenges with when answering
Assignment 02.
Consult with your E-tutors and lecturer if you still experience challenges with regard to
Assignment 02 feedback.
30 FINAL EXAM PREPARATION (ALL LEARNING UNIT FROM THE STUDY GUIDE)

7. PRACTICAL WORK

The theory of this module will assist you in your Teaching Practice modules, TPF2601, TPF
2602, TPF 3703 and TPF 3704. It provides you with knowledge and understanding about child
development.

8. ASSESSMENT

8.1 Assessment criteria

Assignments are seen as part of the learning material for this module. As you do the
assignments, study the reading texts, consult other sources, discuss the work with fellow
students or tutors or do research, you are actively engaged in learning. Look at the assessment
criteria (stated in 2.2) and those given for each assignment and the study plan (stated in 6) to
help you understand more clearly what is required of you.

15
8.2 Assessment plan
In this module, there will be formative and summative types of assessment.

Formative assessment (20%)

TWO Compulsory assignments
• ONE multiple choice questions (MCQ) =10%
• ONE written assignment= 10%

Summative assessment (80%)

• Compulsory online examination

• Percentage of final mark obtained through summative assessment: 80%
• Mode of assessment: online written examination
• Subminimum summative assessment mark required: 40%

8.3 Assignment numbers

8.3.1 General assignment numbers

Please ensure that you number your assignments correctly, i.e. 01, 02

Assignment number Type

01 Multiple-Choice Question (Compulsory)

02 Written assignment (Compulsory)

8.3.2 Unique assignment numbers

All assignments have unique numbers. Ensure that it is displayed.

Assignment number Type Unique number

01 MCQ 627638

02 Written assignment 618899

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8.4 Assignment due dates

Assignment Due date

Assignment 01 (compulsory) 06 May 2021

Unique number:627638

Assignment 02 (compulsory) 30 June 2021

Unique number: 618899

8.5 Submission of assignments

NOTE: Information about assignments (e.g. whether the University has received your
assignment or the date when an assignment has been returned to you) is available on myUnisa.
To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and
then click on the “Login to myUnisa” link under the myUnisa heading on the screen. You can
also access the website directly by typing in http://my.unisa.ac.za.

As Unisa is an open distance learning institution, all teaching and learning, as well as
assessment activities will be offered online. Note that your assignments must be submitted
online only before the due dates. Assignments may not be submitted by fax or e-mail. To
obtain detailed information on the requirements for the assignments, consult the
Study @ Unisa publication.

Follow the steps below to submit an assignment via myUnisa:

• Go to myUnisa.
• Log in with your student number and password.
• Select the relevant module.
• Click on Assignments in the left-hand menu.
• Click on the assignment number you want to submit.
• Follow the instructions on the screen.
• Please ensure that you submit the correct assignment. You may only re-
submit twice, where after the portal will block you from making any further
attempts.
• To ensure you find and upload the correct assignment, always save an
assignment as your student number, surname, module name and assignment
number (for example, 1237654 Mabui CDE3701 Ass 02).
• Make sure you plan well ahead of time. Don’t wait until the last day as the
system may become very congested. It is therefore suggested that you upload
your assignment a week before the due date.

17
 Note: Although students may work together when preparing assignments, each student
must write and submit his or her own individual assignment. This means you must submit
your own ideas in your own words, interspersing relevant short quotations that are
properly referenced. Under no circumstances are students allowed to submit identical
assignments on the basis that they have worked together. That constitutes copying (a
form of plagiarism) and none of these assignments will be marked. Students who submit
identical assignments may be penalised or subjected to disciplinary proceedings by the
University.

8.5.1 Content requirements

• Make sure you understand the wording of the assignment correctly. Do not deliberately
interpret the assignment incorrectly to make it easier to answer.

• Avoid using irrelevant material to ensure that you eliminate unnecessary information.
Assignment 02 may not exceed 15 pages in total.

• Work systematically. Work out a scheme before you start answering the question.
o In the case of handwritten assignments: Use the official answer pads and
assignment covers. Write on one side of the paper only and ensure that the various
pages are attached in the correct order and upload online.

o Independent activities are essential since you have to learn to study independently.
Although you are permitted to study with fellow students, each student must submit
his or her own work. You can decide jointly on the content of the assignment, but
the assignment you submit must be your own work.

8.5.2 Technical requirements

(1) Table of contents

Start your assignment with a table of contents, indicating the most important headings.
Each heading and subsection should be numbered. Also, indicate the page numbers
where the headings occur.

(2) Headings

Use headings and subheadings to organise your assignment. The headings in the table
of contents should correspond exactly with the headings in your assignment.

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(3) Reference technique and plagiarism

NOTE: You are not permitted to copy any portion of a published work (giving the
Impression that it is your own work) without indicating the necessary source references.

Copying from a published work without acknowledging the relevant source/s

constitutes PLAGIARISM and is NOT permitted UNDER ANY CIRCUMSTANCES.

Consult the Study @ Unisa publication for more information on what constitutes
plagiarism and how this is dealt with by the University.

• References to sources given in the bibliography should appear in the assignment.

• You are permitted to use short, direct quotations, or to restate the author’s point of
view in your own words. In both cases, the source referenced must be indicated.
• The technique we recommend is known as the Harvard method.
• According to the Harvard method, the reference in a text must consist of an author
and a date, followed by a colon and a page reference. The reference is placed in
brackets; for example, (Beaty 1996:3) (author date:page). The reference usually
follows directly after the relevant sentence or quotation.
• References should be used judiciously, they should be relevant and they should
support your argument.

(4) List of references

• At the end of the assignment, you must include a list of references containing the
details of the sources you consulted when completing your assignment 02.
• A list of references is drawn up alphabetically according to author surname.
• For each entry in the reference list, supply the following information: Author’s
surname, author’s initials, date of publication, title of source (in italics), edition,
place of publication: name of publisher.

Example of a reference list entry

Gordon, A. M., & Browne, K. W. 2017. Beginnings & Beyond: Foundations in Early
Childhood Education. 10th edition. Boston, MA: Cengage Learning.

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8.6 The assignments

ASSIGNMENT 01 (COMPULSORY)

Assignment 01 (Compulsory)

Due date: 06 May 2021

Unique number: 627638

THIS ASSIGNMENT CONTRIBUTES 10% TOWARDS THE YEAR MARK

Assignment 01 comprises multiple-choice questions (MCQs). These questions are designed

to help you work through the entire learning guide. You will find most of the answers in your
learning guide and it is possible to obtain full marks. However, some questions require
application, and in these instances, the answers may not be found in the learning guide.

Instructions for answering the MCQs

PLEASE COMPLETE THIS ASSIGNMENT ONLINE USING MYUNISA. NO POSTAL

ASSIGNMENTS ARE ACCEPTED.

• Consult section 5 in the Study @ Unisa brochure for instructions. To answer a multiple-
choice assignment online, you need to fill in the answers carefully and accurately. It is
suggested that you study the material and work out the answers using a notebook as
you would do in a print assessment. Enter the answers in the online tool once you have
the answers to all the questions for assignment 1. You need to login to myUnisa and
access the tool.
• Please watch the video using the following link. This video will help you to complete the
MCQ questions.
https://www.youtube.com/watch?v=toYChCq3djk

QUESTION 1

… refers to the beliefs, norms and general way of life of a specific group of people, which
are passed on from generation to generation.

1. Child development
2. Culture
3. Milestones
4. Development

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QUESTION 2

According to Bronfenbrenner’s theory, the term … describe the relations between two
or more microsystems.

1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem

Read the scenario below and answer Question 3 to 5.

You are a Grade 3 teacher and observed from three learners in your class the following
SOS signs of developmental milestones that were not reached prior to foundation phase:

Pule: Cannot tell left from right

Thato: Struggles to concentrate and complete tasks
Zaza: Does not accept NO

QUESTION 3

To what part of the brain house would you link Thato’s SOS signs?

1. Social SOS
2. Emotional SOS
3. Cognitive SOS
4. Physical SOS

QUESTION 4

To what part of the brain house would you link Pule’s SOS signs?

1. Social SOS
2. Emotional SOS
3. Cognitive SOS
4. Physical SOS

QUESTION 5

To what part of the brain house would you link Zaza’s SOS signs?

1. Social SOS
2. Emotional SOS
3. Cognitive SOS
4. Physical SOS

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QUESTION 6

Various factors can be regarded as risk factors in child development. Which factor is not
a risk factor?

1. Malnutrition
2. Abuse
3. Poverty
4. Access to safe care and quality learning opportunity

QUESTION 7

Scaffolding is when others support children’s thinking in accordance with their level of
development by motivating them, providing models, simplifying tasks or ideas, or
identifying important elements of a task, and then gradually decreasing the support as
the children become more capable. Choose the statement that does not illustrate the
concept of scaffolding better.

1. How do you think you can make the tower strong?

2. Why do you think the tower fell down?
3. Where do you think you have made a mistake when building a tower?
4. Forget you cannot do it.

QUESTION 8

… means how serious a child responds to the environment.

1. Adaptability
2. Persistence
3. Distractibility
4. Intensity

QUESTION 9

The fundamental movement phase is important for motor skills development. Choose
the statement which best describes the phase.

1. During this phase the baby develops neck, head and trunk control that enable them to
roll over, sit, crawl, and stand up.
2. This phase lasts from birth to two years.
3. During this phase, the basic posture, locomotor and manipulation skills that developed
during the first two years are being refined.
4. This phase consists of five stages.

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QUESTION 10

… rarely provoke others or take the initiative in a bully incident but their body language
or actions is that of a bully.

1. Competent children
2. Passive bullies
3. Aggressive bullies
4. Incompetent children

QUESTION 11

Which statement is incorrect about the language development of babies?

1. Receptive language starts to develop after productive language.

2. The first few phases of speech development that occur before the child starts to speak
are referred to as prelinguistic speech.
3. A vocabulary spurt usually occurs between 16 and 24 months, as babies start learning
words more rapidly.
4. Babies as young as nine months already have an elementary receptive vocabulary.

QUESTION 12

According to Erikson’s theory of social development, Foundation Phase learners are

most likely to be in which stage?

1. Trust vs mistrust
2. Autonomy vs shame and doubt
3. Industry vs inferiority
4. Integrity vs despair

QUESTION 13

The concept … is established between two and three years old, and the child can identify
him/herself as a boy or a girl.

1. Gender stability
2. Gender identity
3. Gender constancy
4. Gender consistency

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QUESTION 14

Children of … cultures grow up in environments where the needs of the group are valued
above the needs of the individual.

1. Collectivistic
2. African
3. Individualistic
4. Developmental

QUESTION 15

The rudimentary movement phase of the child development lasts from …

1. Birth to four months.

2. Birth to two years.
3. Two to three years.
4. Two to seven years.

Read the scenario below and answer questions 16 to 18.

Mrs Makokotela is a new Grade 3 teacher at Bapedi Primary School. During her
engagement with her learners, she realised that learners in her classroom enjoy
different activities. Agang likes to move around, tap, touch, fiddle with things and do
things. Ofentse loves to talk and influence others, if given group activity she likes to
be a group leader and an organiser. Shockie has a good memory for dates and
names and likes to tell and listen to stories.

QUESTION 16

Select the type of intelligence that will best describe Agang.

1. Intrapersonal
2. Interpersonal
3. Spatial
4. Bodily/kinaesthetic

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QUESTION 17

In order to reach all her learners, Mrs Makokotela planned different activities to use
during her teaching. Choose the best example of an activity that Mrs Makokotela can
use to accommodate learners such as Ofentse in her class.

1. Provided learners with an opportunity to create text directly from their spoken
language.
2. Allow learners to correspond with others to improve personal relationships.
3. Provide learners with opportunities to visualise and sketch as they read.
4. Allow learners to read standing up or any other posture as long as it is comfortable for
the child.

QUESTION 18

Choose the type of intelligence that will best describe Shockie.

1. Intrapersonal
2. Interpersonal
3. Verbal/linguistic
4. Spatial

QUESTION 19

Identify the statement that is not true.

1. Vygotsky identified eight stages of socio-emotional development.

2. Bowlby’s theory of attachment advocates that children are born into the world biologically
pre-programmed to form attachments with others.
3. Kohlberg’s theory of moral reasoning identified three levels of moral development
namely pre-conventional, conventional and post-conventional.
4. Bandura’s theory of social learning advocates that people learn from one another via
observation, imitation, and modeling.

QUESTION 20

Which statement is not correct regarding the general milestone of the seven to eight
years old’s children’s cognitive development?

1. Has difficulty in differentiating between fantasy and reality.

2. Enjoys engaging in discussions.
3. Begins to understand cause and effect.
4. Expresses more awareness of their community.

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QUESTION 21

Mrs Zanziba, a Grade R teacher, likes to engage her learners with activities that require
application of basic mathematical knowledge. During her observation she noticed that
Paledi, a five-year-old boy in her class, has the ability to actively work with mathematical
concepts, which often linked to the use of concrete material. Which developmental level
does Paledi present?

1. Content level
2. Educational level
3. Cognitive level
4. Emotional level

QUESTION 22

During a motor development lesson, Pearl, a Grade 2 teacher, asks learners leading and
stimulating questions to guide the learners to explore other movements that might, for
example, exercise the same muscles or other movements to complete the same activity.
Which method of presentation is Pearl using?

1. Direct method
2. Playing method
3. Indirect method
4. Physical education method

QUESTION 23

… refers to the assumption that non-living things have thoughts, feelings and motives
just as they do.

1. Perceptual centration
2. Animistic thinking
3. Irreversibility
4. Transductive reasoning

QUESTION 24

Bruner suggested three modes of representation. Which one of the following is

incorrect?

1. Enactive representation
2. Iconic representation
3. Symbolic representation
4. High mental function representation

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QUESTION 25

The … parents may be seen as uncaring or distant, and the child arranges his/her own
activities without the parents.

1. Neglecting
2. Authoritative
3. Authoritarian
4. Permissive

QUESTION 26

Identify the correct statement.

1. Endomorphs have more muscle and bone tissue, as well as a higher percentage of body
fat.
2. Ectomorphs are well proportioned and muscular and have low body fat.
3. Mesomorphs are thin and tall, with little muscle development.
4. Gross motor skills develops more slowly than fine motor skills.

QUESTION 27

… refers to engaging the large muscles of the body in a coordinated and controlled way.

1. Fine motor skills

2. Gross motor skills
3. Reflexive motor phase
4. Rudimentary motor phase

QUESTION 28

Below are the strategies that teachers can implement for coping with shy children in
their classrooms. Choose the incorrect statement.

1. Assign the children with a designated role that will give them something to do and cause
them to interact with other children.
2. Use interest inventories to determine the interest of the child and follow up by using these
interests as the bases for conversations or learning activities.
3. Maximise stress and embarrassment.
4. Involve them in frequent one-on-one talks with a friend or the teacher.

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QUESTION 29

… refers to consciously controlling thoughts, emotions and behaviour to achieve a

specific goal.

1. Executive functioning
2. Metacognition
3. Memory strategy
4. Mental hardware

QUESTION 30

… occurs when the children are confronted with new experiences and have to deal with
information that seems to be in conflict with what they already know.

1. Schema
2. Adaptation
3. Assimilation
4. Accommodation

TOTAL: [30]

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ASSIGNMENT 02 (COMPULSORY)

Assignment 02 (compulsory)

Due date: 30 June 2021

Unique number: 618899

THIS ASSIGNMENT CONTRIBUTES 10% TOWARDS THE YEAR MARK

Assignment 02 consists of a number of short questions. Refer to the learning guide to answer
these questions. Some questions require application, and in these instances, the answers may
not be found in the learning guide. Answer all the four questions. Number your answers
correctly and take note of the mark allocation for each question.

PLEASE UPLOAD YOUR ASSIGNMENT ON MYUNISA. NO POSTAL ASSIGNMENTS ARE

ACCEPTED.

QUESTION 1

Culture refers to “the beliefs, norms, customs, and general way of life of a specific group of
people, which are passed on from generation to generation” (Louw, Louw & Kail 2014, 2014,
p13). Using practical examples, critically discuss the statement with reference to the role of
culture in the development of the child. (10)

QUESTION 2

Read the case study below and answer the questions that follow:

Kagiso is an eight-year-old boy who lost his parents in an accident at the age of six. Since then,
he has been living in an informal settlement together with his two siblings and his grandparents
who are old and rely on social grant for survival. His grandmother is diabetic and very sick. His
grandfather drinks very often, and when he is drunk he shouts and swears at everyone for no
reason. Kagiso, being the eldest, has to take over the responsibility of doing the house chores,
learning to cook, fetching water, as well as looking after his two siblings. Kagiso’s grandparents
do not allow them to go out and play with the other children in the neighbourhood because on
a daily basis the community reports incidents of sexual abuse, violence and drug abuse in the
area. Kagiso was born prematurely and lost an arm at the time of the accident. He experiences
great difficulty at school as his muscles are not strong and well developed. He has difficulty
writing, folding and cutting paper into simple shapes, drawing representative figures in pictures
with increased detail, remembering numbers, as well as putting pieces of a puzzle together.

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Playing on the jungle gym and climbing the monkey bars during break time poses great difficulty
upon him, too. Losing his parents at such a young age, Kagiso is often very sad and chooses
to be by himself at school. He feels that everyone around him laughs at him and this affects his
self-esteem when he is around his peers.

2.1 Identify and briefly explain five of the risk factors that Kagiso is being exposed to?
(15)
2.2 List the fine motor skills that Kagiso experiences difficulty with (4)

2.3 Kagiso experiences difficulty using the jungle gym and climbing the monkey
bars. Which motor skill has being affected? (1)
2.4 Critically discuss how the teacher can enhance children’s social and emotional
development in their classrooms. Provide practical examples to substantiate your
answer. (10)

(30)

QUESTION 3

Louw & Louw (2014) point out that before babies can speak, they go through several
phases of vocalisation (also called phases of pre-linguistic speech). With that in
mind, identify and discuss the phases of pre-linguistic speech development in detail.
(30)

QUESTION 4

Study the picture below carefully and then answer the questions that follow.

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4.1 Outdoor play can be beneficial towards the learners’ holistic development.
Do you agree with the statement? Briefly discuss the benefits outdoor play
has towards the holistic development of the child. (15)

4.2 What do you think are the moral values that learners can develop and acquire
through outdoor play activities? Use practical examples to justify your
answer. (15)

(30)

TOTAL: [100]

8.7 Other assessment methods

There are no other assessment methods applicable to this module.

8.8 The examination

Unisa has moved to ONLINE EXAMINATIONS and no examination will be written at a specific
venue. You need to make sure you have access to myUnisa and your myLife e-mail account is
active. Further you need to ensure that you have sufficient and reliable connectivity. Make sure
that you know WHEN and AT WHAT TIME you are scheduled to write your online examination.
The date and the duration of the examination will be communicated to you by the Examination
department. You will be required to download the examination paper and to reupload the
completed paper using your own device on myUnisa. A tutorial letter will be sent later in the
year which will provide more information on how to access your online examination.

Consult the Study @ Unisa publication for general examination guidelines and to obtain more
information on how to prepare for the examination.

8.8.1 Examination admission

To qualify for admission to the examination, you are required to submit TWO assignments.

8.8.2 How will this work in practice?

Compulsory Assignment 01: This assignment consists of multiple-choice questions, which

will enable you to gain admission to the examination and will contribute 10% toward your final
year mark.

Compulsory Assignment 02: This is a written assignment, which will contribute 10% towards
your final year mark. You will receive an assessment sheet with feedback on the completed
assignment.

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8.8.3 Examination period
This module is a year module in 2021. This means you will write an online examination in
October/November 2021. During the year, the Examination Section will provide you with
information on the examination in general, as well as examination venues, dates and times.

Examination Section will also provide information on the dates of the supplementary
examinations, which will also be online.

8.8.4 Examination paper

You will write one online examination for this module in October/November. You will receive a
tutorial letter that provides guidelines and full details about the online examination paper. The
duration of the examination paper will also be communicated in advance.

Note that you must obtain a subminimum of 40% for the examination to pass this module. If
you achieve less than 40% in the examination, you will not be able to pass because the year
mark will not be added. A pass mark for this module is 50% and to pass with distinction, you
need to obtain 75%.

8.8.5 Previous examination papers

Please take note of the following important information:

Demarcation or scoping of examinations and assessments

NB: A College decision has been made that lecturers are not to demarcate
scope-specific work for examination purposes, but that examination questions should be based
on the entire work covering the notional hours of the modules. Lecturers should encourage
students to learn everything. Where other competencies or skills are assessed differently during
the tuition period, the various assessments will be spelt out clearly by the lecturer in Tutorial
Letter 201.According to Assessment Procedure Manual 2013 point number 4.5.2(e), the
examination memoranda (guidelines, rubrics etc.) shall not be made available to students.

8.8.6 Tutorial letter with information on the examination

To help you prepare for the online examination, a tutorial letter will be sent to you, explaining
the format of the examination paper, as well as instructions on how to access and download
the online examination paper, and scan and upload after completion.

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9 FREQUENTLY ASKED QUESTIONS

The Study @ Unisa publication contains an A–Z guide of the most relevant study information.

10 SOURCES CONSULTED

CED3701.2020 Child Development (0-9). University of South Africa. Unpublished.

11 IN CLOSING

I wish you all the best for the academic year!

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