CSP 4801

ASSIGNMENT 6

Unique number 697274

Surname

First Names

Student Number

Date 10 November 2023

HONESTY DECLARATION FOR THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Module Code: CSP 4801 Assessment Date: 10 November 2023

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) or any attempt to cheat the plagiarism checking
system. 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. I understand that my assignment/exam answers must be accurately referenced.
4. This assignment/exam file/portfolio 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.
5. 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.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assignment/exam file/portfolio may be submitted automatically to
Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism -
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
9. I have not changed the wording of the original honesty declaration document.

Name: Student No:

Signed: Date: 10 November 2023

Question 1
1. Symbolic play promotes creativity and imagination in children, allowing them to
explore various roles and scenarios. This helps develop critical thinking skills,
problem-solving abilities, and the ability to think abstractly. For example, a 3-year-old
child pretending to be a doctor while playing with their stuffed animals is engaging in
symbolic play, which allows them to practice empathy and develop a sense of
responsibility.

2. Symbolic play enhances language development in children as they engage in pretend

conversations and give voices to their toys. They learn to express themselves clearly,
use new vocabulary, and understand different perspectives. For instance, a 4-year-old
 child playing with toy cars might engage in dialogue with their imaginary playmate,
enhancing their verbal communication skills.

3. Symbolic play fosters social skills as children learn to negotiate and cooperate with
others while engaging in pretend play scenarios. They develop an understanding of
social norms, empathy, and emotional regulation. For example, a group of 5-year-old
children playing house together can learn to take turns, share responsibilities, and
resolve conflicts peacefully.

4. Symbolic play supports emotional development by allowing children to express and

explore different emotions in a safe and controlled environment. They learn to
understand and manage their feelings while attributing emotions to their pretend
characters. For instance, a 6-year-old child playing make-believe may act out various
emotions using puppets, helping them process and regulate their own emotions.

5. Symbolic play improves fine and gross motor skills as children engage in various
physical movements and manipulations while pretending. They practice
coordination, balance, and control over their bodies. For example, a group of 2-year-
olds playing with blocks can enhance their motor skills by stacking and arranging
them in symbolic representations.

6. Symbolic play helps children understand cultural and social norms by engaging in
pretend scenarios that reflect real-life experiences. They learn about family
dynamics, community roles, and societal expectations. For instance, a group of 7-
year-old children engaging in pretend restaurant play can gain insights into how
people interact in public spaces and the role of waiters or chefs.

7. Symbolic play promotes cognitive development by stimulating children's memory,

attention, and problem-solving abilities. They learn to recall and apply previous
knowledge, use logic to solve pretend problems, and think critically. For example, a 5-
year-old child pretending to be a teacher may recall information from their own
school experiences and apply it to the make-believe classroom.

8. Symbolic play fosters independence and autonomy in children as they take on

different roles and responsibilities during pretend play. They learn to make decisions,
set rules, and solve conflicts on their own. For instance, a group of 4-year-olds
playing superheroes can develop their sense of agency by deciding which powers
their characters possess and how they use them.
 9. Symbolic play allows children to explore and understand societal roles and gender
expectations. They become aware of gender stereotypes and cultural norms,
ultimately forming their own identity. For example, a 5-year-old girl playing with dolls
can experiment with different roles like being a caregiver or a doctor, challenging
traditional gender norms.

10. Symbolic play lays the foundation for future academic success by promoting
cognitive skills needed for learning, such as problem-solving, imagination, and
language development. It prepares children for tasks that require abstract thinking,
creativity, and social interaction. For instance, a group of 6-year-olds engaging in
pretend store play can practice math skills by counting money, enhancing their
numeracy abilities.

By understanding the importance of symbolic play and its positive impact on children's
development, parents can encourage and support their children in engaging in imaginative
and creative play experiences.

Question 2

Queston 2.1
Bronfenbrenner's ecological systems theory suggests that an individual's development is
influenced by various interconnected systems in their environment. These systems include
the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Using this
framework, let's discuss 5 positive and 5 negative influences that can shape children's
development and behaviors.

Positive influences:
1. Microsystem: Positive family relationships provide emotional support, nurturing, and
a secure attachment, which contribute to healthy development and behavior.
2. Mesosystem: Constructive interactions between home and school environments,
such as effective parent-teacher communication, help foster consistent routines and
reinforce positive behaviors.
3. Exosystem: Access to high-quality healthcare, including regular check-ups and
preventive care, positively impacts children's physical and mental health.
 4. Macrosystem: Living in a community that values education and provides enriching
opportunities, such as extracurricular activities or access to libraries, fosters cognitive
development and a love for learning.
5. Chronosystem: Consistent and predictable routines provide stability, a sense of
security, and opportunities for growth, allowing children to develop self-regulation
skills.

Negative influences:
1. Microsystem: Witnessing or experiencing family conflicts, abuse, or neglect
negatively impacts children's development, leading to emotional and behavioral
problems.
2. Mesosystem: Lack of coordination or communication between home and school
environments can disrupt routines, create confusion, and negatively affect children's
social and educational development.
3. Exosystem: Economic hardships, such as poverty or food insecurity, can hinder
children's physical and cognitive development due to limited access to healthcare,
nutrition, and educational resources.
4. Macrosystem: Living in a community with high crime rates or experiencing
discrimination can lead to stress, anxiety, and a higher likelihood of engaging in
antisocial behaviors.
5. Chronosystem: Transitions or major life changes, such as parental divorce or
relocation, can disrupt a child's sense of stability, leading to emotional and behavioral
difficulties.

It is important to note that these influences do not act in isolation, but rather interact with
each other and can have cumulative effects on children's development. Additionally, the
impact of these influences may vary depending on the individual child's resilience,
protective factors, and support networks.

Question 2.2

African perspectives on child development emphasize the role of the community in shaping
the growth and development of children. In African cultures, children are seen as belonging
to the entire community, and it is the responsibility of everyone in the community to ensure
their well-being and development. Children are raised collectively, with extended family
members and community members playing a crucial role in their upbringing.

African perspectives also place a strong emphasis on the interconnectedness between the
spiritual, physical, and social aspects of a child's development. There is a belief that the
spiritual well-being of a child is closely tied to their overall development, and rituals and
ceremonies are often conducted to ensure the child's spiritual growth.

Another important aspect of African perspectives on child development is the recognition of

the unique abilities and potential of each child. Instead of focusing on deficits or measuring
children against a standardized set of skills, African cultures value each child's individual
strengths and provide opportunities for them to develop and showcase those strengths.

In contrast, Western perspectives on child development often emphasize the individualistic

nature of development, focusing on the individual child's skills, abilities, and achievements.
The Western perspective tends to place more emphasis on cognitive development and
academic achievement, with a heavy reliance on standardized testing and measurable
outcomes.

Western perspectives also tend to prioritize the nuclear family as the primary social unit,
with less emphasis on the role of extended family and community in child development. In
Western cultures, children are often raised in separate households and have less community
support and involvement in their upbringing.

While both African and Western perspectives value the well-being and development of
children, they take different approaches to achieve these goals. African perspectives
prioritize community involvement, spiritual well-being, and individual strengths, while
Western perspectives prioritize individuals' skills, cognitive development, and academic
achievement.

Question 3

Educational Psychology is highly significant for teachers in South Africa, as it provides a

deeper understanding of student learning and development. Here are some key reasons why
it is important:

1. Individualized Instruction: Educational Psychology helps teachers to understand the

diverse learning needs, abilities, and backgrounds of their students. This enables
them to tailor their teaching methods and strategies to accommodate different
learning styles, ensuring that every student has an equal opportunity to succeed.
 2. Classroom Management: South African classrooms often have a high number of
students, which can present challenges for teachers in maintaining discipline and
creating a positive learning environment. Educational Psychology equips teachers
with essential knowledge and techniques for effective classroom management,
fostering an atmosphere that facilitates both academic and social development.

3. Assessment and Evaluation: Educational Psychology equips teachers with various

assessment tools and techniques to measure student progress and understanding.
This allows teachers to accurately evaluate the effectiveness of their teaching
methods and identify areas of improvement. It also enables them to provide
individualized feedback to students, helping them in their learning journey.

4. Special Needs Education: South Africa has a diverse population, and teachers often
come across students with special educational needs. Educational Psychology
provides teachers with knowledge about different learning disabilities, behavioral
disorders, and other exceptionalities. It teaches them how to identify and support
students with special needs, ensuring that all children receive an inclusive education.

5. Counseling and Support: Educational Psychology equips teachers with the skills to
provide emotional support and guidance to students. Teachers often act as
counselors to their students, helping them deal with various social and emotional
challenges. Understanding psychology allows educators to recognize signs of distress,
provide appropriate support, and refer students to professional help when necessary.

6. Lifelong Learning: Educational Psychology promotes the value of lifelong learning,

encouraging teachers to continuously update their knowledge and skills. Teachers in
South Africa can benefit from staying informed about the latest research and
practices in psychology, enabling them to adapt their teaching methods to best suit
the changing needs of students.

In summary, Educational Psychology plays a vital role in enhancing the effectiveness of

teachers in South Africa. Its significance lies in its ability to support teachers in
understanding student diversity, improving classroom management, facilitating assessments,
catering to special needs, providing counseling, and promoting lifelong learning.

Question 4

Question 4.1

1. Behavioural perspective:
  Ask learners to analyze a case study where a person successfully changed
their behavior through reinforcement and punishment techniques. Have
them discuss how these external factors influenced their motivation.
 Organize a role-playing activity where learners act as teachers and students.
The learners will apply behavioral techniques such as positive reinforcement
and shaping to motivate their "students" to perform better in class.

2. Humanistic perspective:
 Have learners reflect on their own personal goals and values, and how they
influence their motivation. Ask them to write a journal entry or create a visual
representation that showcases their intrinsic motivations and how they align
with their values.
 Conduct a group discussion where learners discuss the importance of self-
actualization and personal growth in motivation. They can share examples
from their own lives or from famous individuals who exemplify humanistic
motivation.

3. Cognitive perspective:
 Provide learners with a problem-solving activity where they have to overcome
a challenge. Afterward, ask them to reflect on the thought processes and
mental strategies they used to stay motivated and overcome obstacles.
 Assign a reading or video that explores cognitive theories of motivation (e.g.,
self-efficacy, expectancy theory), and then hold a class debate where learners
argue for or against these theories based on their own experiences or
additional research they conduct.

4. Social cognitive perspective:

 Organize a group activity where learners work together to achieve a common
goal. After the activity, facilitate a discussion on how social interactions and
modeling influenced their motivation and strategies for success.
 Assign a project or a task that requires learners to research and present on an
influential figure who demonstrates social cognitive aspects of motivation.
This can include discussing the impact of role models, observational learning,
and self-regulation.

5. Sociocultural perspective:
 Have learners participate in a cultural exchange activity, where they learn
about the traditions, values, and motivations of a different culture. Afterward,
they can reflect on how cultural factors impact motivation and how their own
motivations align or differ from those of the studied culture.
 Assign a project where learners analyze the societal factors that influence
motivation in a specific community or country. They can present their findings
and discuss how these sociocultural factors shape and impact motivation
levels.
Question 4.2

Article 1:

Title: "Gender similarities and differences in motivation for learning mathematics"

Authors: Hannula-Sormunen, M., Lehtinen, E., & Räsänen, P.
Published: 2015
Journal: Learning and Individual Differences
Volume: 38
Pages: 65-74

Participants: The study included 677 Finnish students from grades 7 to 9, with an almost
equal distribution of boys (48%) and girls (52%).

Methods: A self-report questionnaire was used to collect data regarding the students'
motivation for learning mathematics. The questionnaire included scales to measure intrinsic
motivation, extrinsic motivation, and achievement goals. The students were also asked
about their subjective value and self-concept in relation to mathematics. The data was
analyzed using statistical methods, including t-tests to examine gender differences.

Findings: The study found no significant gender differences in intrinsic or extrinsic

motivation for learning mathematics. However, girls reported higher values for subjective
value and self-concept in mathematics compared to boys. The study concluded that, overall,
there were more similarities than differences in motivation between boys and girls in the
context of learning mathematics.

Article 2:

Title: "Gender-matched versus mixed-gender computer-mediated collaborative learning on

motivation, interaction, and performance"
Authors: Zhao, D., & Zheng, L.
Published: 2016
Journal: Computers & Education
Volume: 97
Pages: 109-118

Participants: The study included 122 Chinese middle school students from grades 8 and 9.
The sample consisted of 60 boys and 62 girls.
Methods: The study employed a quasi-experimental design, where students were randomly
assigned to one of two conditions: gender-matched groups or mixed-gender groups. The
students engaged in a computer-mediated collaborative learning task in small groups. Data
was collected through self-reported questionnaires to measure motivation and interaction,
as well as performance assessments. The Mann-Whitney U test and regression analysis were
used to analyze the data.

Findings: The study found that boys in the gender-matched groups had significantly higher
levels of intrinsic motivation compared to boys in the mixed-gender groups. No significant
differences were found among girls in terms of motivation between the two conditions. In
terms of interaction, girls in the gender-matched groups exhibited higher levels of active
participation compared to girls in the mixed-gender groups. However, there were no
significant differences in terms of performance between the two conditions. The study
concluded that gender-matched groups may have advantages in terms of boys' motivation
and girls' active participation in computer-mediated collaborative learning.

Bibliographic references:

Article 1:
Hannula-Sormunen, M., Lehtinen, E., & Räsänen, P. (2015). Gender similarities and
differences in motivation for learning mathematics. Learning and Individual Differences, 38,
65-74.

Article 2:
Zhao, D., & Zheng, L. (2016). Gender-matched versus mixed-gender computer-mediated
collaborative learning on motivation, interaction, and performance. Computers & Education,
97, 109-118.

References:

1. Woolfolk, A. 2020. Educational Psychology, UNISA CUSTOM EDITION (2nd Edition).

Boston: Pearson Education, Inc.

2. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by

nature and design. Cambridge, MA: Harvard University Press.

3. Nsamenang, A. B. Tchombe, T. M. S. 2011. Handbook of African educational theories

and practices: A generative teacher education curriculum. Cameroon: Human
Development Resource Centre.
4. Hannula-Sormunen, M., Lehtinen, E., & Räsänen, P. (2015). Gender similarities and
differences in motivation for learning mathematics. Learning and Individual
Differences, 38, 65-74.

5. Zhao, D., & Zheng, L. (2016). Gender-matched versus mixed-gender computer-

mediated collaborative learning on motivation, interaction, and performance.
Computers & Education, 97, 109-118.