prep.

UNIT 1 POSSIBLE QUESTIONS

1. Concept of Child Development

• Definition: The process of physical, cognitive, emotional, and social growth that occurs from infancy through adolescence.

• Aspects: Child development encompasses a range of areas including:

  • Physical Development: Growth in height, weight, and motor skills.

  • Cognitive Development: Development of thinking, problem-solving, and decision-making abilities.

  • Emotional Development: Understanding and expression of emotions.

  • Social Development: Formation of relationships and understanding social norms.

2. Relevance of Nature/Nurture in Child Development

• Nature: Refers to genetic inheritance and biological factors that influence development.

• Nurture: Encompasses environmental factors, including parental care, education, and socio-economic status.

• Impact on Learning: Nature affects the learned capacity for a child's intellectual capabilities, whereas nurture impacts experiences and opportunities for learning.

• Examples: A child may have a genetic propensity for mathematical ability (nature), but without receiving quality education and support (nurture), they may not excel in mathematics.

3. Importance of South African Context in Education

• Cultural and Historical Relevance: Understanding the unique historical, social, and economic contexts in South Africa helps educators address learning disparities.

• Impact on Learning: As educators in foundation/intermediate phases, knowledge of socio-cultural issues informs teaching methods and curriculum adaptability to diverse student backgrounds.

4. Continuity and Discontinuity in Development

• Continuity: Refers to gradual and cumulative development (e.g., language acquisition). It is the idea that change is gradual and consistent.

• Discontinuity: Involves distinct and sudden changes in development stages (e.g., cognitive development stages in children).

• Examples:

  • Continuity: A child gradually improving reading skills over time.

  • Discontinuity: A child suddenly grasping the concept of conservation in Piaget’s theory during a specific developmental stage.

5. Universality and Socio-Cultural Context in Development

• Universality: Refers to developmental processes or milestones that are consistent across all humans (e.g., walking).

• Socio-Cultural Context: Acknowledges that development is also shaped by culture, community, and social interactions.

• Example: While walking is a universal milestone, the amount of encouragement and resources available to a child may vary widely across cultures.

6. Innate Capacity vs Tabula Rasa

• Innate Capacity: Proposes that individuals are born with certain capabilities or predispositions (Rationalism).

• Tabula Rasa: Suggests that individuals are born as a blank slate, and experiences shape development (Empiricism).

• Relationship with Learning: This dichotomy informs debates on educational approaches and strategies for teaching.

7. Research Design Method

• Identified Method: Experimental design.

• Justification: The research involves manipulating an independent variable (sugar intake) and observing its effect on a dependent variable (paying attention), characteristic of experimental research.

8. Independent and Dependent Variables

• Independent Variable: The amount of sugar administered to the children (whether one group receives sugar and the other does not).

• Dependent Variable: The ability to pay attention, measured through observations or assessments of the children's focus during class.

9. Determining Scientific Nature of Research Project

• Criteria for Scientific Research: Establishing hypotheses, empirical testing, reproducibility, and objectivity.

• Proving Scientific Validity: Employing systematic observation and measurement, maintaining control over external variables, and peer review in final reporting to confirm findings.

10. Main Ethical Concern for Research Project

• Ethical Concerns: Informed consent from parents, understanding the potential effects of sugar on health, and ensuring no child is harmed or excluded from learning due to the experimental setup.

11. Key Development Psychology Concepts

• Maturation: A process of biological growth that is genetically programmed and unfolds over time (2).

• Continuity: The ongoing, gradual development process that is predictable and stable (2).

• Plasticity: The capacity of a developing child to change based on experience and environmental input (2).

UNIT 2 POSSIBLE QUESTIONS

1. Compare and Contrast Theories of Piaget and Erikson

• Piaget's Theory: Focuses on cognitive development stages (sensorimotor, preoperational, concrete operational, formal operational).

• Erikson's Theory: Emphasizes psychosocial development stages (eight stages from infancy to adulthood).

• Examples: For instance, Piaget's concrete operational stage addresses logical reasoning, while Erikson's trust vs. mistrust stage focuses on emotional development and security.

2. Erikson’s Psychosocial Stages from Year 1 to 6

• Overview of Stages:

  • Trust vs Mistrust (0-1 year): Dependence on caregivers for reliability and support.

  • Autonomy vs Shame and Doubt (1-3 years): Encouragement towards independence vs. criticism leading to doubt.

  • Initiative vs Guilt (3-6 years): Initiative in activities vs. guilt from overstepping bounds.

• Activities for Each Stage:

  • Age 1: Encouraging trust through consistent caregiving.

  • Age 2: Toilet training and praise for autonomy.

  • Age 3-6: Role-play activities to promote initiative.

3. Definitions and Examples of Conditioning Concepts

• Operant Conditioning: A method of learning that employs rewards and punishments for behavior (5).

  • Example: Using stickers to reward children for positive behavior.

• Classical Conditioning: A learning process that occurs through associations between an environmental stimulus and a naturally occurring stimulus (5).

  • Example: Pavlov's dogs salivating when hearing a bell associated with food.

• Four Theoretical Perspectives of Child Development:

  • Psychoanalytic: Development driven by internal drives and conflicts (e.g., Freud).

  • Cognitive: Focus on processes of thought (e.g., Piaget).

  • Behavioral: Importance of observable behavior (e.g., Skinner).

  • Humanistic: Emphasizes personal growth and potential (e.g., Maslow).

4. Bronfenbrenner's Ecosystemic Theory in South African Education

• Bronfenbrenner’s Theory: Emphasizes how environment influences development through nested systems (microsystem, mesosystem, exosystem, macrosystem).

• Relevance to South African Education: The socio-economic challenges, cultural contexts, and community networks that affect child development and education.

• Examples: Government policy changes impacting funding for schools affecting educational outcomes for children.

5. Vygotsky’s Socio-Cultural Theory in South African Education

• Vygotsky's Theory: Emphasizes the social interactions that contribute to cognitive development through guided participation and cultural tools.

• Relevance to South African Education: Understanding how children's learning occurs through cultural practices and interactions.

• Examples: Group activities that encourage peer learning in diverse classrooms.

UNIT 3 POSSIBLE QUESTIONS

1. Baby Reflexes

• Definition and Time Periods:

  • Rooting Reflex (0-4 months): Baby turns head towards touch on cheek.

  • Sucking Reflex (0-4 months): Response to sucking on anything placed in mouth.

  • Moro Reflex (0-6 months): Startle response to loud sounds or sudden movement.

  • Grasp Reflex (0-6 months): Baby grasps any object placed in hand.

  • Babinski Reflex (0-12 months): Toes fan out when foot is stroked.

2. Sensory Experiences in Fetal Development

3. Importance of Nutrition During Pregnancy

• Overview: Adequate nutrition is vital for cellular development, cerebral growth, and overall health of the fetus.

• Components: Include folic acid, iron, calcium, and DHA for optimal brain development.

4. Effects of Alcohol and Smoking on Unborn Child

• Alcohol: Can cause Fetal Alcohol Spectrum Disorders (FASD), leading to cognitive and developmental impairments.

• Cognitive Impact: Learning disabilities, attention deficits, and behavioral issues linked to maternal alcohol consumption.

• Smoking: Low birth weight, preterm births, increased risks of sudden infant death syndrome (SIDS).

• Impact on Learning: The child may face lifelong learning challenges due to exposure during pregnancy.

5. Maternal Anxiety and Child Development

• Impact on Brain Development: Elevated maternal anxiety can lead to preterm birth, changes in fetal brain development, and subsequent learning difficulties.

6. Four Behavioral States of Infants

• Identified States:

  • Quiet Sleep: Low activity, decreased responsiveness.

  • Active Sleep: Occurs with eye movements, increased heart rate.

  • Drowsiness: Transitional state, intermediate responsiveness.

  • Alert Activity: High responsiveness with active engagement.

7. Alcohol as a Teratogen

• Definition of Teratogen: Any substance that can cause malformation or developmental issues in a fetus.

• Associated Syndrome: Fetal Alcohol Syndrome (FAS).

• Effects on Foetus: Growth deficiencies, facial anomalies, and central nervous system dysfunction.

UNIT 4 POSSIBLE QUESTIONS

1. Piaget’s Sensorimotor Stages of Cognitive Development

• Stages Overview:

  • Stage 1 (0-1 months): Reflexive actions.

  • Stage 2 (1-4 months): Simple repetitive actions.

  • Stage 3 (4-8 months): Reactions to the environment.

  • Stage 4 (8-12 months): Intentional actions using means to achieve ends.

  • Stage 5 (12-18 months): Trial and error methods of problem resolutions.

  • Stage 6 (18-24 months): The emergence of symbolic thought.

2. Infant's Memory as per Rovee-Collier's Experiment

• Experiment: To demonstrate memory, infants are shown a mobile attached to their foot, and memory is evidenced by their movements in learning to engage.

• Importance in Learning: This experiment highlights the need for memory, which is foundational in the learning process during early childhood.

3. A, Not B Error

• Definition: A misconception where infants search for an object at the location where they last found it rather than where it was recently hidden.

• Example: If a toy is hidden under cloth A and then moved to cloth B, infants still reach for cloth A based on previous experience.

4. Telegraphic Speech in Toddlers

• Age of Use: Typically emerges around 18-24 months.

• Definition: Simplified speech that conveys the essential meaning, omitting non-essential words.

• Example in Learning: A toddler saying "Want cookie" instead of "I want a cookie" facilitates understanding and communication during a learning activity.

5. Scaffolding and Role of Parents in Development

• Definition of Scaffolding: A method of teaching that involves providing support that is gradually removed as the learner gains independence (5).

• Role of Parents: Parents help infants navigate challenges through guidance, leading to cognitive development through their interactions and support.

6. Bowlby’s Attachment Styles

• Styles Overview:

  • Secure Attachment: Children feel safe and are able to explore their environments.

  • Insecure-Avoidant Attachment: Children tend to avoid caregivers and show little preference between them and strangers.

  • Insecure-Resistant Attachment: Children exhibit anxiety and uncertainty in attachment.

  • Disorganized Attachment: Children show a lack of clear attachment behavior.

7. Attachment Phases

• Phases Overview:

  • Pre-attachment (0-2 months): Infants exhibit no particular attachment.

  • Attachment-in-making (2-6 months): Preference for familiar caregivers.

  • Clear-cut attachment (6 months-2 years): Active attachment to caregivers.

  • Formation of reciprocal relationship (2+ years): Understanding the caregivers' absence doesn't mean separation of attachment.

8. Definitions of Key Concepts

• 8.1. Temperament (2): The innate personality aspects of an individual that dictate emotional responses and behavior.

• 8.2. Language Learning Environment (2): The context in which language is acquired, influenced by social interactions, cultural norms, and exposure.

• 8.3. Object Permanence (2): Understanding that objects continue to exist even when they cannot be perceived.

• 8.4. Egocentric Bias (2): An inherent tendency of children to interpret the world from their own perspective, influencing their interactions with others.