EML1501

ASSIGNMENT 05

TSUNDZUKANI CHABALALA

64156869

UNIQUE NO: 218060

QUESTION 01

1.1 A. Pre- communicative phase.

B. The phonemic phase
 C. The transitional phase.

Pre- communicative phase.

Children in the pre- communicative or pre- phonemic become aware that speech can be captured on paper. They
know that, for instance, they can write a letter in order to spell them. They can resort to representing part of their
messages with pictures and other symbols. Their drawing later develops into lines and letter like symbols. The
children can pretend to ‘write’ a letter using non- existing spelling that is interspersed with numbers. This is the
beginning of their attempt at spelling.

The phonemic phase.

In this phase, children use their phonological knowledge to decide which alphabet to use in spelling a word. Some
can sound out the different parts of a word fairly well although they may not spell the word correctly, for instance
‘ant’ may be spelled as ‘ent’ because the ‘a’ of apple sounds the same ‘e’ of elephant. This development spelling is
referred to as ‘invented spelling’.

1.2.

 The use of play- Play is a good strategy to make children do what they are not interested in doing when it
is part of the language learning slot. Play is spontaneous and part of the natural way of children’s learning.
Good reflective teacher make play a regular part of learning. One way of doing this is to create a game
that involves a competition of running to different stations.

 The use of art Some children are not keen to draw. Art can be used to encourage writing and
drawing be cause young children do not differentiate between the two. Good teachers are careful
not to dictate to children about what they must do. They select age appropriate materials and
activities, for instance, teachers can provide very thick crayons and painter brushes and paper to very
young children whose fine motor muscles are not w e k and use adhesive to stick the paper on the
table. Five year old for instance, could be given a thinner crayons because they may to work at the
easel be more agile. They may be asked or on paper. Those children that the teacher realized are
not willing to draw could be asked to draw something that makes them laugh to make the whole
exercise fun.

1.3.

Assessment

Educational assessment is the systematic process of recording learners observed activities with regard to their
knowledge, skills and attitudes in order to promote their learning. Assessment is the process of observing,
describing, collecting, recording, scoring and interpreting information about children’s development and
learning. It is also the process of defining, selecting, designing, analyzing, interpreting and using information
to increase children’s development. Assessment is an authentic process that reflects the actual learning and
instructional activities of the classroom and nursery.

Evaluation
Evaluation is a judgment by teaches, children, parents, administration and the community as to whether
instructional goals have been met. It is a process students can follow to get control of their own learning.
According to Gordon and Browne (1995) evaluation is a process that judges whether certain standards have
been met. Evaluation determine the degree to which expectation are met. Classroom organization may be
evaluated by mapping the size of the classroom, the daily schedule and available materials for learning.
Evaluation on the other hand involves establishing, for instance, whether a set standard of a reading
programme could be that children will read fluently with understanding and observe punctuation marks
correctly within the first quarter of the school calendar. After the first quarter, the evaluation of the
reading programme will check: whether the majority of children read fluently, whet her they pause at a full
stop, and whether they understand what they are reading. If the children do not show evidence of
mastering the set standards, the reading programme could be discontinued.

1.4

1. Details about child:

Child’s name…….. Teacher……. Age…………. Gender………… Home language……….
Fluency…………….Number of siblings…………… Parents & other adults……….

2. Separation from parent (or responsible adult):

Smooth…….. A little anxiety……….. Mild difficulty…….. Unable to separate………
Parent anxiety from separation…….. 3. Physical state: General health look……… Body
control…….. Runs smoothly……… Climbs easily…. Use scissors…Hand preference…..
Uses pens and brushes…. 4. Self- care: Dresses self……. Need assistance…… Toilets
training: by self……. Need help……

5. Child’s interest:
Indoors……. Books….. puzzles……. Art……… Blocks……. Outdoors: swing…….
Climbers……. Sandpit…….wheel plays………..

6. Social- emotional development:

Play alone….. Initiate activities…….Seems
tense…… Adapt easily….. Play with age old friends…….. Special friends……….

7. Cognitive development:
Use language to communicate…… Clear pronunciation…… Holds conversation….
Curiosity….. Follow instruction….. Memory…. Uses phrases/ individual words…

QUESTION 02

2.1

Forms of writing. Approximate ages. Date observed.

1. Makes scribbles with almost a From the age of 2 to 3 years. Teachers date indicated.
circular
3. Drawings are used as writing From the age of 3 ¼ to 4 years. Teachers date indicated.
alongside linear scribbles and
scribbles that resemble cursive
writing.
Scribbles that look like straight From the age of 3 to 3 ½ to 2 Teachers date indicated
line. years.
 4. Drawing and recognizable From the age of 4 to 4 ½ years Teachers date indicated
letters randomly on a page. Some
children can write their names
correctly.
5.Some words with conventional From the age of 4 1/ Teachers date indicated
spelling with self-created spelling

2.2

Preschool assessment provides educators, parents and families with critical information about a child’s
development and growth. Assessment can:

Provide a record for growth in all developmental areas: cognitive, physical/ motor language, social
emotional and approaches to learning.

Identify children who may need additional support and determine if there is a need for intervention or
support services.

Help educators plan individualized instruction for a child/ for a group of children that are at the same
stage of development.

Identify the strength and weaknesses within a programme and information on how well the programme
meets the goals and needs of the children

Provide a common ground between teachers and parent or families to use in collaborating on a strategy to
support their child.

Help the teacher to document a child’s learning progress over the course of a semester o r year.

Provide teachers with information that will enable them to plan appropriate.

2.32.3 Differentiate between formative and summative assessment.

Summative assessment

Summative assessment refers to the evaluation of student’s that focuses on the result. It is a part of the
grading process which is given periodically to the participants, usually at the conclusion of the course, term
or unit. The purpose is to check the knowledge of the students i.e. to what extent they have learned the
material, taught to them. Summative assessment seeks to evaluate the effectiveness of the course or
program, checks the learning progress, etc. scores, grades or percentage obtained to act as an indicator that
shows the quality of the curriculum and forms a basis for ranking in schools. This form of assessment is
given at the end of an instructional unit or end of a course in order to determine whether the set
learning goals have been met. Summative assessment is designed to provide immediate feedback about
particular learning. The results of summative assessment are recorded and used for promotion purposes

Formative assessment

Formative assessment is undertaken by a set of formal and informal assessment methods the teachers at the
time of the learning process is known as formative assessment. It is a part of the instructional process,
which is undertaken by the teachers, with an objective of enhancing the student’s understanding and
competency, by modifying teaching and learning methods. Formative assessment attempts to provide direct
and detailed feedback to both teachers and students, regarding the performance and learning of the
student. It is continuous process that observes student’s needs and progress in the learning process. Refers
to the ongoing process children and teachers engage in when they teach and learn. Formative assessment is
a long term that goes on between the teacher and learners.

2.4 What to assess and why teachers must know what to assess and how it will be done. If the teacher
wants to assess for instance, a function , she could watch children painting

How many times to assess pre- schooler’s fine motor ” assessment results are more reliable if the same
outcome is reached every time the assessment is carried out

The objectives for undertaking the assessment must be well stated and achievable

What tools to use for capturing the outcomes of specific assessed. Assessment data becomes meaningful when
captured in specific ways

What the assessment will be used for so as to adopt the appropriate approach for assessing. The result can be
used for decision- making, for instance, about planning the lesson. They can also be used as data for an
investigation in research.

QUESTION 03

3.1. Conducted by an adult who knows the children.  Appropriate for the child’s growth that is measured.

Aligned with instructional goals and approaches of the grade R programme

Authentication and conducted in a familiar place where children will be comfortable

Comprehensive and on- going to include a number of activities.

Continuous and use various collecting tools.

Conducted for the purpose for which it was designed.

3.2. For preschool children and under the age of 5, assessment is about their language development which is part
of cognitive, physical, perceptual, social and emotional development.

Developmental milestones determine the child’s holistic development in order to establish if there are delays or
not. For the pre- schooler’s, the milestones are associated with those aspects of development that bear
significance to learning in the classroom

3.3.

Area of development. Nature of development.

Language

Physical- motor
 Social and emotional.

Intellectual.

DECLARATION I,TSUNDZUKANI Mbhoni Chabalala

(Name & Surname)

Student number : 64156869

Module code: EML1501

Hereby declare the following: I understand UNISA’S policy on plagiarism. This assignment is my original work
produced by myself. I have duly acknowledged all the other people’s work (both electronic and print) through the
proper reference techniques as stipulated in this module. I have not copied work of others and handed it in as my
own. I have also not made my work available to any fellow students to submit as their own.

Signature: T chabalala

Date: 04.11.2022