, IPS1501 ASSIGNMENT 2
DUE DATE: 22 JUNE 2026
QUESTION 1: CASE STUDY RESPONSE
1.1 Scaffolding (Vygotsky) (8 marks)
1.1.1 Explanation of scaffolding and the Zone of Proximal Development (ZPD) (4)
Scaffolding refers to the temporary support provided by a teacher or a more
knowledgeable peer to assist a learner in completing tasks that they cannot successfully
do on their own. This assistance is gradually withdrawn as the learner gains confidence
and becomes more independent in their learning (Vygotsky, 1978).
The Zone of Proximal Development (ZPD) is the difference between what a learner is
capable of doing independently and what they can achieve with guidance from a more
knowledgeable individual. Learning is most effective within this zone because learners
are supported while being challenged to reach higher levels of understanding (Vygotsky,
1978).
1.1.2 Two scaffolding strategies the teacher can use to support Thabo (4)
The teacher can support Thabo by simplifying learning tasks into smaller, manageable
steps and providing clear demonstrations before expecting independent work. This
structured approach will help him gradually build understanding and reduce his
dependence on constant teacher assistance.
In addition, the teacher can place Thabo in paired or group activities with a more
capable and supportive peer. This will encourage interaction, language development,
and active participation while helping him learn through social collaboration within his
ZPD (Vygotsky, 1978).
1.2 Psychosocial Development (Erikson) (6 marks)
1.2.1 Identify the relevant stage (2)
Thabo is in the Industry versus Inferiority stage of psychosocial development, which
typically applies to school-aged children (Erikson, 1963).
DUE DATE: 22 JUNE 2026
QUESTION 1: CASE STUDY RESPONSE
1.1 Scaffolding (Vygotsky) (8 marks)
1.1.1 Explanation of scaffolding and the Zone of Proximal Development (ZPD) (4)
Scaffolding refers to the temporary support provided by a teacher or a more
knowledgeable peer to assist a learner in completing tasks that they cannot successfully
do on their own. This assistance is gradually withdrawn as the learner gains confidence
and becomes more independent in their learning (Vygotsky, 1978).
The Zone of Proximal Development (ZPD) is the difference between what a learner is
capable of doing independently and what they can achieve with guidance from a more
knowledgeable individual. Learning is most effective within this zone because learners
are supported while being challenged to reach higher levels of understanding (Vygotsky,
1978).
1.1.2 Two scaffolding strategies the teacher can use to support Thabo (4)
The teacher can support Thabo by simplifying learning tasks into smaller, manageable
steps and providing clear demonstrations before expecting independent work. This
structured approach will help him gradually build understanding and reduce his
dependence on constant teacher assistance.
In addition, the teacher can place Thabo in paired or group activities with a more
capable and supportive peer. This will encourage interaction, language development,
and active participation while helping him learn through social collaboration within his
ZPD (Vygotsky, 1978).
1.2 Psychosocial Development (Erikson) (6 marks)
1.2.1 Identify the relevant stage (2)
Thabo is in the Industry versus Inferiority stage of psychosocial development, which
typically applies to school-aged children (Erikson, 1963).
