PED 3701 SEMESTER 1

ASSIGNMENT 4

NAME: NOMBULELO MADONSELA

STUDENT NO: 65785762

UNIQUE NO: 779306

nombulelo

5/27/2023
PLAGIARISM DECLARATION

1. I know that plagiarism means taking and using the ideas, writings, works or

inventions of another as if they were one’s own. I know that plagiarism not

only includes verbatim copying, but also the extensive use of another person’s

ideas without proper acknowledgement (which includes the proper use of

quotation marks). I know that plagiarism covers the use of material found in

textual sources and from the Internet.

2. I acknowledge and understand that plagiarism is wrong.

3. This portfolio of evidence is my own work. I acknowledge that copying

someone else’s work, or part of it, is wrong, and that submitting identical work

to others constitutes a form of plagiarism.

4. I have not allowed, nor will I in the future allow, anyone to copy my work with

the intention of passing it off as their own work.

5. I confirm that I have read and understood UNISA’s Policy for Copyright and

Plagiarism .

Name: Nombulelo Madonsela Student No: 65785762

Signed: NM MADONSELA Date: 27/05/21

QUESTION 1

1.1 In what way does the African perspective on human development differ

from Erikson’s psychosocial theory?

 Cultural Context: The African perspective emphasizes the significance of

cultural and societal influences on human development, whereas Erikson's

theory is more focused on individual experiences within Western cultural

contexts. African perspectives recognize the importance of communal values,

interdependence, and collective identity in shaping an individual's

development, while Erikson's theory places more emphasis on individual

autonomy and identity formation.

 Spiritual and Ancestral Dimensions: African perspectives often incorporate

spiritual and ancestral dimensions into the understanding of human

development. There is an acknowledgment of the spiritual realm and the role

of ancestors in guiding and shaping an individual's life. These aspects are not

explicitly addressed in Erikson's psychosocial theory.

 Time and Lifespan: African perspectives tend to have a broader and more

holistic view of time and lifespan. They recognize that development is a

lifelong process that extends beyond individual stages or transitions. There is

an appreciation for the wisdom and knowledge gained through different life

experiences and age cohorts. In contrast, Erikson's theory defines specific

stages of psychosocial development that occur within defined timeframes.

  Communal Orientation: The African perspective places a strong emphasis on

communal orientation and collective well-being. It recognizes that individuals

are deeply interconnected and interdependent with others in their community.

In contrast, Erikson's theory tends to focus more on individual achievements

and personal autonomy as markers of successful development.

1.2. How does spirituality and belief in the invisible world influence

socialisation and identity formation in African societies

 Collective Beliefs and Values: African societies often have a strong communal

orientation, where individuals are deeply connected to their families,

communities, and ancestors. Spiritual beliefs and the belief in the invisible

world are integral to the collective beliefs and values of these societies. They

shape the norms, expectations, and behaviours that individuals are socialized

into from a young age. These beliefs provide a framework for understanding

one's role in the community and guide social interactions.

 Rituals and Ceremonies: Spirituality and the belief in the invisible world are

often expressed and reinforced through various rituals and ceremonies.

These rituals play a significant role in socialization processes by transmitting

cultural values, beliefs, and knowledge from one generation to another. They

serve as important milestones in identity formation, as individuals participate

in ceremonies that mark important life transitions, such as birth, initiation,

marriage, and death. These rituals not only strengthen cultural identity but

also foster a sense of belonging and interconnectedness within the

community.
  Ancestral Guidance and Wisdom: African societies often believe in the

presence and influence of ancestors in their daily lives. Ancestors are seen as

spiritual beings who continue to have a vested interest in the well-being of

their descendants. The belief in ancestral guidance and wisdom shapes

socialization by emphasizing respect for elders, valuing intergenerational

knowledge transmission, and seeking guidance from ancestors in decision-

making processes. Individuals develop their identity by incorporating ancestral

teachings, traditions, and moral values into their own sense of self.

 Interconnectedness and Ubuntu Philosophy: Spirituality in African societies

often promotes the philosophy of Ubuntu, which emphasizes

interconnectedness and the inherent dignity and worth of every individual.

This philosophy influences socialization by fostering a sense of communal

responsibility, empathy, and cooperation. It shapes identity formation by

encouraging individuals to see themselves as part of a larger whole and to

define their identities in relation to their community rather than solely in

isolation.

1.3. According to collectivism, a person is a person through others (Nwoye,

2017). What does this imply with regard to personality development?

 This statement "a person is a person through others" it reflects the collectivist

perspective, which is a cultural orientation that prioritizes the interdependence

and interconnectedness of individuals within a community. In collectivist

cultures, personality development is influenced by the social environment and

the relationships individuals have with others. Here's how this implication

relates to personality development:

  Interdependence: Collectivist cultures emphasize the importance of

relationships and social connections in shaping an individual's sense of self.

Personality development is seen as a collaborative process that occurs within

the context of social interactions. One's identity and personality traits are

influenced by the roles and responsibilities they have within their social group

or community. The emphasis is on fulfilling these roles and maintaining

harmonious relationships with others.

 Harmonious Relationships: Collectivist cultures prioritize maintaining

harmonious relationships and group cohesion. Personality development is

shaped by the need to foster cooperation, collaboration, and

interdependence. Individuals are encouraged to develop prosocial behaviors,

such as empathy, cooperation, and respect for authority. Traits that promote

group harmony and collective well-being are valued and reinforced.

 Interpersonal Dynamics: Collectivist cultures emphasize interpersonal

relationships and cooperation. Personality development involves acquiring

social skills, such as effective communication, conflict resolution, and

collaboration. These interpersonal skills are valued as they contribute to

maintaining harmonious relationships and social cohesion.

1.4 A characteristic of adolescent peer group relationships is an increase in

conformity. Define conformity, and discuss the three main types of conformity.

Conformity is the tendency of individuals to adjust their thoughts, attitudes, and

behaviours to align with the standards and expectations of a social group. It involves

changing one's beliefs or actions in response to perceived pressure to fit in or be

accepted by others. In the context of adolescent peer group relationships, conformity

often becomes more prominent as individuals strive to establish their identity and

gain social acceptance.

 Compliance: Compliance refers to a superficial and temporary type of

conformity where individuals change their behaviour to match that of others,

but they do not necessarily change their private beliefs or opinions. It is driven

by the desire to avoid conflict, gain approval, or fit in. Compliance often occurs

in situations where individuals perceive explicit or implicit social pressure but

do not necessarily internalize the group's norms or values. Once the pressure

is removed, individuals may revert to their original beliefs or behaviours.

 Identification: Identification involves a higher level of conformity compared to

compliance. It occurs when individuals change their attitudes, beliefs, or

behaviours to align with those of a particular group or role model that they

identify with. Individuals adopt the characteristics or values of the group or

role model as part of their own identity. Identification is motivated by a desire

for affiliation, social validation, and a sense of belonging. Unlike compliance,

identification involves a more internalized and sustained change in beliefs and

behaviours.

 Internalization: Internalization represents the deepest level of conformity. It

occurs when individuals genuinely adopt the beliefs, values, and norms of a

social group as their own. They internalize the group's standards and make

them part of their self-concept. Internalization is motivated by the acceptance

of the group's influence and a belief that the group's perspectives are valid

correct. Individuals conform because they genuinely believe in and endorse

the group's values, rather than merely seeking social approval or fitting in.
QUESTION 2:

2.1 According to Bronfenbrenner’s ecological theory, what are the different

systems that influence Sipho’s development? Explain the possible assets in

each system as representedin the case study and based on Bronfenbrenner’s.

Sipho's development is influenced by multiple systems that interact and shape his

experiences. The different systems that influence Sipho's development in the case

which may be the following:

Microsystem: The microsystem represents the immediate and direct environment in

which the individual interacts. In Sipho's case, his microsystem includes his family,

school, and community. Within the microsystem, there are several possible assets:

Family: Sipho's close-knit family provides emotional support, encouragement, and

instils the value of education. Despite facing financial challenges, they prioritize his

education and provide assistance on the farm. This support contributes to his well-

being and motivation to succeed academically.

School: Sipho's school is an important microsystem where he spends a significant

amount of time. His teachers recognize his struggles and offer suggestions to his

parents for seeking assistance. The school provides educational resources and a

social environment where Sipho can interact with friends and receive academic

support.

Community: The community plays a role in Sipho's development through the

presence of a community library where he can access books on farming and modern

agricultural techniques. This resource allows him to pursue his interest in agriculture

and expand his knowledge.

Mesosystem: The mesosystem encompasses the interactions and connections

between the different components of the microsystem. In Sipho's case, possible

assets in the mesosystem include, The collaboration between Sipho's school and his

family: Sipho's teachers suggest seeking support from the community or neighbors,

highlighting the importance of collaboration between the microsystems of family and

school. This collaboration can provide additional academic support and resources to

help him succeed.

Exosystemic: The exosystemic represents broader social structures and institutions

that indirectly influence the individual's development. In Sipho's case, possible

assets in the exosystemic .

Community resources: The presence of a community library provides Sipho with

access to books on farming and agricultural techniques, expanding his knowledge

beyond the immediate environment. This resource enhances his learning

opportunities and supports his interest in agriculture.

Neighbours and community members: The suggestion from Sipho's teachers to

seek assistance from neighbours or community members indicates the potential

support and resources available in the community. These individuals could offer

guidance, mentorship, or additional academic support to help Sipho thrive

academically.

Macro system: The macro system refers to the broader cultural, societal, and

ideological beliefs that shape development. In Sipho's case, possible assets in the

macro system include:

Cultural heritage: Sipho's father's insistence on traditional farming practices reflects

the influence of cultural beliefs and values. Understanding his cultural heritage and
being proud of his roots can contribute to Sipho's sense of identity and provide a

foundation for his personal development.

Value placed on education: Sipho's parents' value education and encourage him to

work hard in school, highlighting the societal importance placed on education as a

means to secure a better future. This value system can motivate Sipho to persevere

despite the challenges he faces.

2.2 According to the African perspective, as discussed by Tabane (2016), what

are the differentsystems that influences Sipho’s development? Explain the

possible assets in each system as represented in the case study and based on

Tabane (2016).

According to Tabane (2016) and considering the African perspective, Sipho's

development is influenced by several systems. Let's explore each of these systems

and the possible assets represented in the case study:

 Family System:

Assets: Sipho's family is close-knit, which provides emotional support and a sense of

belonging. They value education and encourage Sipho to work hard in school,

emphasizing the importance of securing a better future. Sipho's father's insistence

on traditional farming practices and customs contributes to Sipho's cultural identity

and heritage.

 Socioeconomic System:

Challenges: Sipho's family faces financial difficulties and struggles to make ends

meet. The lack of sufficient food at home affects Sipho's well-being and ability to

concentrate in school. Despite the financial challenges, Sipho's family remains

supportive and resourceful. Sipho's parents recognize the value of education and

encourage him to prioritize his studies.

 Education System:

Challenges: Sipho's school is located far from his home, requiring him to walk long

distances, leading to fatigue. Hunger and fatigue affect his ability to concentrate in

class and complete homework. Sipho's teachers have identified his struggles and

are willing to provide support. They suggest seeking assistance from the community

or neighbours to help him with his studies, which shows a supportive educational

environment.

 Cultural System:

Sipho's father's emphasis on traditional farming practices and customs helps Sipho

develop a strong sense of cultural identity and pride in his roots. Sipho's interest in

modern agricultural techniques demonstrates his openness to new knowledge while

still appreciating his cultural heritage.

 Community System:

Sipho borrows books from the community library to learn about modern farming

methods, indicating the availability of educational resources within the community.

The teachers' suggestion of seeking assistance from the community or neighbors

highlights the potential for support networks within the community.

2.3 Based on Bronfenbrenner's theory, what support systems could be put in

place to help Sipho overcome his academic struggles?

Community Resources: Sipho's community can provide resources to support his

academic development. This may include establishing study groups or mentorship

programs within the community where knowledgeable individuals can assist Sipho
with his studies. Community organizations or libraries can offer additional

educational resources or workshops on study skills and time management.

Policy and Financial Support: Government policies and programs can play a crucial

role in supporting students like Sipho. Increased investment in education, including

the provision of school meals or transportation assistance for students in rural areas,

can help alleviate hunger and fatigue issues. Scholarships or financial aid programs

can also enable Sipho to access further education and training in his chosen field of

agriculture.

QUESTION 3

3.1 Identify the different parenting styles represented in the case study.

 Permissive/Indulgent Parenting Style:

Sipho's mother represents a permissive or indulgent parenting style. She is

more lenient, allowing Sipho to make his own decisions and mistakes. She

provides guidance and support when needed but gives him the freedom to

explore and learn on his own. She prioritizes building a close relationship with

her son and wants him to feel comfortable and open with her.

3.2 Briefly describe the characteristics of each parenting style, by providing

examples from the case study.

 Authoritarian Parenting Style:

Authoritarian parents are strict, controlling, and impose rigid rules and guidelines.

They value obedience and discipline, often setting high expectations for their

children without room for negotiation or flexibility. Sipho's father represents this style
by setting strict rules and guidelines for Sipho to follow. He closely monitors his

social life, limiting the time he spends with friends and the activities they do together.

His father's emphasis on discipline and obedience can be seen through his high

standards and expectations for Sipho.

Permissive/Indulgent Parenting Style:

Permissive parents are more lenient, allowing their children to make their own

decisions and providing minimal guidance or structure. They prioritize building a

close relationship with their children and often have loose or inconsistent rules.

Sipho's mother represents this style by being more lenient and giving him the

freedom to make his own decisions. She allows him to explore and learn from his

mistakes. Her focus is on building a close relationship with Sipho and creating an

open and comfortable environment where he feels free to express himself.

3.3 Discuss the potential benefits and drawbacks of each parenting style for

their child’s development, as identified in 2.1?

Authoritarian Parenting Style:

Clear Structure and Discipline: The strict rules and high expectations set by

authoritarian parents can provide a clear structure for their child's behaviour. This

can help instil discipline, responsibility, and respect for authority.

Goal-Oriented: The emphasis on high standards and expectations may motivate the

child to work hard and strive for success in academics or other areas.

Safety and Control: By closely monitoring their child's activities and social life,

authoritarian parents may aim to protect their child from potential risks or negative

influences.
Lack of Autonomy and Independence: The strict control and limited freedom can

hinder the child's development of autonomy and decision-making skills. They may

struggle with making independent choices or developing a sense of self-identity.

Reduced Self-Esteem: Constantly striving to meet high standards and expectations

can lead to increased pressure and stress on the child. They may develop a fear of

failure or have lower self-esteem if they cannot meet the imposed standards.

Weakened Communication and Emotional Bond: The focus on obedience and

discipline may lead to less open communication and emotional connection between

the parent and child. The child may hesitate to share their thoughts or feelings due to

fear of punishment or disapproval.

Permissive/Indulgent Parenting Style:

Autonomy and Independence: Allowing the child to make their own decisions and

learn from their mistakes can foster autonomy, independence, and self-reliance.

Nurturing Relationship: The focus on building a close relationship can create a

supportive and nurturing environment where the child feels comfortable expressing

themselves and seeking guidance when needed.

Creative Thinking and Problem-Solving: With the freedom to explore and learn on

their own, children in permissive parenting environments may develop creative

thinking, problem-solving skills, and a sense of curiosity.

Lack of Structure and Discipline: The absence of clear rules and boundaries may

result in a lack of discipline and accountability. The child may struggle with self-

regulation and have difficulty understanding boundaries in social or academic

settings.
Potential Entitlement: Without consistent limits or consequences, the child may

develop a sense of entitlement and have difficulties coping with disappointment or

setbacks.

Decision-Making Challenges: The absence of guidance or structure can make it

challenging for the child to navigate complex decisions or handle situations where

external guidance is needed. It's important to note that these benefits and drawbacks

are generalizations, and the actual impact on a child's development can vary based

on various factors such as the child's temperament, the specific behaviours of the

parents, and the overall context in which they are raised. A balanced approach that

combines clear expectations and discipline with nurturing support and autonomy is

often considered beneficial for optimal child development.

3.4 How might Sipho’s mother and father find middle ground to address their

parenting differences and create a cohesive parenting approach to benefit

their child.

 Open and Respectful Communication: The parents should engage in open

and respectful communication to understand each other's perspectives,

concerns, and parenting goals. They can set aside dedicated time to discuss

their parenting styles, values, and expectations for their child's development.

 Identify Common Ground: The parents should identify areas where their

parenting approaches align or overlap. They can focus on shared values and

goals, such as wanting the best for their child's future, promoting their well-

being, and supporting their educational and career aspirations.

  Compromise and Flexibility: Both parents can be willing to compromise and

adjust their parenting styles to find a balanced approach that accommodates

their different viewpoints. They can agree on certain guidelines and

boundaries that ensure the child's safety, well-being, and personal growth.

QUESTION 4

Thandeka's family plays a significant role in shaping her identity. Their expectations,

values, and beliefs, as well as their reactions to her interests and struggles, can

influence how she perceives herself and her future options. Thandeka's parents'

discouragement of art and music as practical career choices may impact her

exploration of these interests. Thandeka's interactions with peers can significantly

impact her identity formation. Peers provide opportunities for social comparison, self-

exploration, and the development of a sense of belonging. Thandeka's experiences

with friends and the acceptance or rejection she feels from them can influence her

self-perception and acceptance of her sexuality.

Thandeka's school environment, including the supportiveness of teachers and the

availability of resources for her interests, can shape her identity formation. If the

school provides opportunities for artistic expression or music education, it may

positively impact her exploration of these interests and contribute to her sense of

self. Cultural and societal norms, values, and expectations can exert significant

influence on Thandeka's identity formation. Societal attitudes towards artistic careers

and LGBTQ+ identities can impact her exploration and self-acceptance. Cultural and

societal acceptance and support can foster a positive identity formation process.

Personal Reflection and Self-Discovery: Thandeka's own self-reflection and

exploration are crucial factors in her identity formation. Through introspection, self-

discovery, and the examination of her own values, interests, and beliefs, she can

shape her identity and make decisions about her future.

4.2 How do adolescent friendship relationships differ from previous phases?

Adolescent friendship relationships differ from previous phases in several ways:

Intensity and Importance: Adolescent friendships tend to become more intense and

significant in an individual's life compared to childhood friendships. Friends play a

crucial role in shaping an adolescent's identity, providing emotional support, and

serving as a source of companionship and validation. Increased Peer Influence:

During adolescence, peer influence becomes more prominent as adolescents strive

to establish their own identities separate from their families. Peer opinions and

behaviours strongly impact an adolescent's choices, values, and self-perception.

Adolescents often form cliques or peer groups based on shared interests, identities,

or activities. These groups provide a sense of belonging and social support, but they

can also contribute to social exclusion or peer pressure. Adolescent friendships tend

to involve deeper levels of self-disclosure and intimacy. Friends become confidants

with whom adolescents share personal thoughts, feelings, and experiences,

contributing to their emotional development and support systems. Adolescents use

friendships as a platform for experimentation and exploration of different identities,

interests, and roles. They may try on different personas or engage in activities to find

a sense of belonging or acceptance within their peer group.

4.3 What role does social media play in peer interactions and friendships?

Social media plays a significant role in peer interactions and friendships among

adolescents. Social media platforms facilitate instant connectivity and

communication between peers, allowing them to maintain friendships, exchange

messages, and share experiences regardless of physical distance. Social media

expands the reach of an adolescent's social network, enabling them to connect with

a wider range of peers and potentially form friendships with individuals they may not.

4.4 How can you, as a teacher, support the identity formation process of an

adolescent?

 Incorporate Diverse Perspectives: Integrate diverse voices and perspectives

into your teaching materials and classroom discussions. This helps students

understand and appreciate different cultures, identities, and experiences,

fostering a sense of empathy and acceptance.

 Encourage Reflection and Self-Exploration: Incorporate reflection activities

that encourage students to think about their own values, strengths, and

aspirations. Provide opportunities for self-exploration through journaling, self-

assessments, or personal goal-setting exercises.

 Be a Supportive and Non-Judgmental Listener: Create a safe space for

students to share their thoughts, concerns, and questions. Be a supportive

listener and provide guidance and encouragement as they navigate their

identity formation journey. Respect confidentiality and reassure students that

they can trust you with sensitive information.

References:

Renn, K. A., & Arnold, K. D. (2003). Reconceptualizing Research on College Student

Peer Culture. The Journal of Higher Education, 74(3), 261–293.

D. A. Louw, Anet Elizabeth Louw, Child and Adolescent Development Psychology

Publications, 2022 – Adolescence

Bronfenbrenner’s Ecological Systems Theory By Olivia Guy Evans Updated on April

28, 2023