SEMESTER 1 SESI 2023/2024

DIPLOMA PASCASISWAZAH PENDIDIKAN

UNIVERSITI UTARA MALAYSIA

SGDY4022 : APPLICATION OF
EDUCATIONAL PSYCHOLOGY

(TUGASAN BERKUMPULAN)
CASE STUDY - THE GOLDFISH

DISEDIAKAN UNTUK:
PROF. DR. ROSNA AWANG HASHIM

DISEDIAKAN OLEH:
MUHAMAD FARID IDHAM BIN SULAIMAN (833605)
MOHD NAJWAN NAIM BIN AZIZ (833604)
BADRUL AMIN BIN BAKRI (833597)
MUHAMMAD HANIF BIN HASBULLAH (833606)
 CASE STUDY
The Goldfish

1) Aminah's previous experience with her grandfather's death led her to believe
that people and other living creatures "go away" when they die, yet the fish is
still in the fish bowl. From Piaget's perspective, this situation is likely to:

c) Promote concrete operational thinking

From Piaget's perspective, Aminah's reaction to Ringo's death reflects her stage of cognitive
development. Concrete operational thinking, according to Piaget's theory of cognitive
development, typically occurs in children aged 7 to 11 years old. During this stage, children
become more logical and systematic in their thinking but still struggle with abstract
concepts.

In the case of Aminah, her belief that living creatures "go away" when they die reflects a
concrete operational understanding of death. She may not yet fully grasp the concept of
death as irreversible and final, which is characteristic of formal operational thinking, the
stage that typically emerges in adolescence.

Aminah's understanding is concrete in the sense that she expects the fish to "go away" like
her grandfather did when he died. However, she is puzzled by the fact that the fish remains
in the fishbowl after its death. This discrepancy between her expectation and the reality of
the situation could prompt her to reassess her understanding of death and the afterlife,
potentially leading to cognitive growth and development.

Overall, Aminah's reaction to Ringo's death aligns with the characteristics of concrete
operational thinking, as she interprets the situation based on her concrete understanding of
life and death.
 CASE STUDY
The Goldfish

2) Piaget described the preoperational stage as being characterized by

egocentric thinking. Identify a possible instance of egocentrism in the
case, and explain your answer. (6 points)

Egocentric is the condition where children see the world from their own point
of view. In the case study, Aminah assume that the goldfish Ringo did not move
because it forgot to method of eating and swimming. For Aminah’s point of view,
the fish that did not swimming around might be forget how to swim and eat.
Aminah relate this to her own experience that she can move around because she
did not forget how to eat and walk.

Aminah said that she usually has to swish the water around to make fish
swim again. This is due to her experience taking care of the goldfish for the week.
Aminah assumes that her action of swishing the water will make the goldfish
active and swim. In her thinking, if the goldfish do not move, she can swish the
water to make the goldfish move again.

Aminah’s response towards the death of the pet goldfish was the same as her
grandfather’s death. Probably Aminah never experienced the death of other
family member or family’s pet. The thought of her late grandfather is in heaven
after passed away is most likely taught by her parents to ease her sadness or
shock as heaven is synonym as a good place for people after their death.

Egocentric does not necessarily mean Aminah is selfish and only perceive the
situation as she currently did. Her cognitive state is still in development and can
still be improve by having more social experiences. Social experiences such
deaths, weddings, winning an awards or achieve good grades can be impactful to
the development of children’s cognitive. These experiences or events are very
important because well explained or guided experiences may help children to
better understanding at earlier age compared to age suggested by Piaget.

Parents or teachers are the most important figures in this period of ages as
children sees them as model to be copy or learn from especially for children that
have great bonding with their parents or teachers. In the study, Cikgu Hadi try to
explain the situation as logic as possible to Aminah and Lily that the goldfish is
dead and promise to give a proper burial at home. These approach is crucial and
vital for Aminah and Lily cognitive development is to be ready for the next stage
which is concrete operational stage that focus more on logical thinking and hands
on problem.
 CASE STUDY
The Goldfish

3) How might a vygotskian theorist suggest Cikgu Hadi address the death of
the class pet?

A vygotskian theorist would suggest that addressing the death of the class pet is
an opportunity to foster the cognitive and emotional development of the students.
According to Vygotsky, learning occurs in the Zone of Proximal Development (ZPD),
which is the gap between what students can do on their own and what they can achieve
with the guidance of a more knowledgeable person. Therefore, a vygotskian approach
would involve the following steps:

1. Provide as much support as possible: Cikgu Hadi should offer emotional and
academic support to the students, such as modeling how to cope with grief,
providing relevant materials and resources, and using checklists to guide them
through the process.
2. Encourage open discussion: Cikgu Hadi should create a safe and respectful
environment for the students to share their feelings, thoughts, and questions
about the death of the class pet. This will help them express their emotions,
understand different perspectives, and learn from each other.
3. Validate their emotions: Cikgu Hadi should acknowledge and affirm the students’
emotions, and reassure them that it is normal and natural to feel sad, angry, or
confused. Cikgu Hadi should also help them identify and name their feelings, and
provide coping strategies.
4. Provide opportunity for closure: Cikgu Hadi should help the students say goodbye
to their class pet in a meaningful way, such as holding a memorial service,
creating a memory book, or making a keepsake craft. This will help them honor
the life of the pet, celebrate the positive memories, and find closure.
5. Teach them about the grief process: Cikgu Hadi should explain to the students
that grief is a natural and universal response to loss, and that it comes in stages
and varies for each person. Cikgu Hadi should also help them recognize and cope
with the signs and symptoms of grief, and provide resources for further support.
6. Emphasize life lessons: Cikgu Hadi should discuss with the students what they
learned from their class pet, such as responsibility, empathy, and life cycles. Cikgu
Hadi should also help them apply these lessons to other situations, and appreciate
the value of life.
7. Transitioning to a new pet: Cikgu Hadi should consult with the students about
getting a new class pet, and involve them in the decision-making process. Cikgu
Hadi should also ensure that the new pet is introduced and cared for properly, and
that the students understand that the new pet is not a replacement for the old
one.

By following these steps, a vygotskian theorist would hope to facilitate the

students’ cognitive and emotional growth, and help them cope with the loss of their class
pet in a healthy and constructive way.
 CASE STUDY
The Goldfish

4) How might taking care of pets in the classroom promote students' cognitive
Development

Taking care of pets in the classroom can promote students' cognitive development in
several ways:

Responsibility: Caring for a pet requires students to take on responsibilities such as

feeding, cleaning, and providing companionship. This fosters a sense of accountability
and teaches them the importance of fulfilling duties, which are essential cognitive skills.

Problem-solving: Students may encounter various challenges when caring for pets, such
as figuring out the best diet or solving health issues. These situations provide
opportunities for problem-solving and critical thinking, as students brainstorm solutions
and consider the consequences of their actions.

Observation skills: Caring for pets encourages students to observe their behavior, health,
and needs closely. This enhances their observational skills as they learn to recognize
signs of illness, distress, or happiness in animals.

Routine and organization: Maintaining a schedule for feeding, cleaning, and other pet
care tasks teaches students the importance of organization and time management.
Establishing a routine helps them develop cognitive skills related to planning and
sequencing activities.

Biology and natural sciences: Caring for pets provides a practical opportunity for
students to learn about animal biology, behavior, and habitat requirements. They can
observe firsthand how animals adapt to their environment and understand concepts such
as food chains, life cycles, and ecosystems.

Communication skills: Students may need to communicate with each other and with
adults to coordinate pet care tasks, discuss observations, or seek help with pet-related
challenges. This promotes communication skills such as listening, speaking, and
expressing ideas effectively.

Overall, integrating pets into the classroom environment can enrich students' learning
experiences and promote cognitive development across various domains.
 CASE STUDY
The Goldfish

5) How might taking care of pets in the classroom promote students' social-
emotional development?

Taking care of pets in the classroom can promote students' social-emotional development
such as:

1. Empathy and Compassion.

Aminah's recognition of Ringo's peculiar behavior and her attempt to look after him
demonstrate empathy and compassion. She is able to understand the importance of
empathy and care for others, including animals, through that experience.

2. Responsibility.
Aminah's role as the "animal keeper" for the class teaches her responsibility as she
takes on the task of caring for Ringo. This responsibility has encouraged her to take
care of Ringo's needs and act when something wrong.

3. Problem-solving.
Aminah engages in problem-solving as she tries to figure out what might be wrong
with Ringo and how to help him. This critical thinking skill is essential for navigating
various situations in life.

4. Emotional Regulation.
Aminah and Lily were practicing emotional regulation when they dealing with the loss
of Ringo. While Aminah feels puzzled and confused about Ringo's death, Cikgu Hadi's
comforting them by explaining about Ringo is about going to heaven to cope with
their emotions.

5. Communication and Supportive Relationships.

Lily's immediate response to Aminah's concern and her action of seeking help from
Cikgu Hadi demonstrate effective communication and supportive relationships among
the students and with their teacher.

6. Understanding Loss and Coping.

The students gain the concept of loss and learn how to cope with grief through the
experience of Ringo's loss. Cikgu Hadi's explanation about Ringo's going to heaven
assists them in processing their feelings of sadness and confusion.

Overall, caring for pets in the classroom encourage many social-emotional skills
development, which are important for students' overall development and well-being.