NAME AND SURNAME : O MTHEMBU
STUDENT NUMBER : 40631249
ASSINGMENT : 03
UNIQUE NUMBER : 756965
MODULE CODE : CUS3701
, Question 1
1) Vygotsky argues that cognitive growth occurs through social learning and is inextricably linked
to a person's socio-cultural environment. The techniques offered would change depending on
the parent's cultural context. Verbal instructions for example or more visual or practical
approaches. Vygotsky believes cognitive development happens via social learning, and that it
is inseparable from a person's social-cultural context. Based on the cultural environment of the
parent, the strategies provided would be different. Social constructivism maintains that learning
is based on real life adaptive problem solving which takes place in a social manner through
shared experience and discussion with others such that new ideas are matched against
existing knowledge and the learner adapts rules to make sense of the world.
Vygotsky’s theory of sociocultural learning highlights the role of social and cultural relationship
play in the learning process. Vygotsky’s theory states that knowledge is co-constructed and
that individuals learn from one another. It is called a social constructivist theory because in
Vygotsky’s opinion the learner must be engaged in the learning process. Learning happens
with the assistance of other people, thus contributing the social aspect of the theory. A
fundamental aspect of Vygotsky’s theory is the Zone of Proximal Development. This is a “range
of tasks that are too difficult for an individual to master alone, but can be mastered with the aid
or guidance of adults or more-skilled peers (Vygotsky, 1962).” Another part of this theory is
scaffolding, which is giving the learner the right amount of assistance at the right time. If the
learner can perform a task with some assistance, then he or she is closer to mastering it .
Yes, I agree with his view because instead of teachers dictating meaning to learners for future
performance, they should join forces with learners in order to create meaning in ways that
learners can make their own (Hausfather,1996)
2) South Africa has recently seen a number of economic, social, and political transformations that
have been affected by educational reform. The student that this country produced a few years
ago did not fit the changing world's criteria. When this country re-entered the global economy,
there was concern that it would not create individuals who could compete with their
counterparts in other countries to manufacture cost-effective and high-quality goods. Because
a country's economic strength is dependent on both human and economic capital, this issue
has to be addressed.
As a response, South Africans needed to be developed as individuals with skills, knowledge,
entrepreneurial activities, and attitudes that were compatible with the rest of the world. As a
result, South Africa's educational system was altered. In terms of political dynamics, South
African education has evolved away from individual inequality and segregation. Instead,
schools became a focal point for the development of a new tolerance culture. As a result,
schools established a more participative and democratic framework to help students develop
the attitudes and abilities necessary to critically participate, eliminate prejudices, and foster
tolerance for diversity. The societal goal of education in South Africa is to break free from
stereotyping and prejudice, as well as to demonstrate a global shift toward a world that values
spiritual parts of one's existence.
STUDENT NUMBER : 40631249
ASSINGMENT : 03
UNIQUE NUMBER : 756965
MODULE CODE : CUS3701
, Question 1
1) Vygotsky argues that cognitive growth occurs through social learning and is inextricably linked
to a person's socio-cultural environment. The techniques offered would change depending on
the parent's cultural context. Verbal instructions for example or more visual or practical
approaches. Vygotsky believes cognitive development happens via social learning, and that it
is inseparable from a person's social-cultural context. Based on the cultural environment of the
parent, the strategies provided would be different. Social constructivism maintains that learning
is based on real life adaptive problem solving which takes place in a social manner through
shared experience and discussion with others such that new ideas are matched against
existing knowledge and the learner adapts rules to make sense of the world.
Vygotsky’s theory of sociocultural learning highlights the role of social and cultural relationship
play in the learning process. Vygotsky’s theory states that knowledge is co-constructed and
that individuals learn from one another. It is called a social constructivist theory because in
Vygotsky’s opinion the learner must be engaged in the learning process. Learning happens
with the assistance of other people, thus contributing the social aspect of the theory. A
fundamental aspect of Vygotsky’s theory is the Zone of Proximal Development. This is a “range
of tasks that are too difficult for an individual to master alone, but can be mastered with the aid
or guidance of adults or more-skilled peers (Vygotsky, 1962).” Another part of this theory is
scaffolding, which is giving the learner the right amount of assistance at the right time. If the
learner can perform a task with some assistance, then he or she is closer to mastering it .
Yes, I agree with his view because instead of teachers dictating meaning to learners for future
performance, they should join forces with learners in order to create meaning in ways that
learners can make their own (Hausfather,1996)
2) South Africa has recently seen a number of economic, social, and political transformations that
have been affected by educational reform. The student that this country produced a few years
ago did not fit the changing world's criteria. When this country re-entered the global economy,
there was concern that it would not create individuals who could compete with their
counterparts in other countries to manufacture cost-effective and high-quality goods. Because
a country's economic strength is dependent on both human and economic capital, this issue
has to be addressed.
As a response, South Africans needed to be developed as individuals with skills, knowledge,
entrepreneurial activities, and attitudes that were compatible with the rest of the world. As a
result, South Africa's educational system was altered. In terms of political dynamics, South
African education has evolved away from individual inequality and segregation. Instead,
schools became a focal point for the development of a new tolerance culture. As a result,
schools established a more participative and democratic framework to help students develop
the attitudes and abilities necessary to critically participate, eliminate prejudices, and foster
tolerance for diversity. The societal goal of education in South Africa is to break free from
stereotyping and prejudice, as well as to demonstrate a global shift toward a world that values
spiritual parts of one's existence.
