HOPEACADEMY
HED4814
ASSIGNMENT 2 IN-DEPTH CASE :
STUDY ANALYSIS
Due Date: 30 July 2025
2025
QUESTION 1: DEVELOPMENTAL ANALYSIS (20 marks)
• a) Evaluate how each developmental domain influences Thabo’s
learning experiences. (8 marks)
0 7 6 4 0 3 1 2 2 9
,HED 4814 ASSIGNMENT TWO: IN-DEPTH CASE
STUDY ANALYSIS
Due Date: 30 July 2025
QUESTION 1: DEVELOPMENTAL ANALYSIS (20 marks)
• a) Evaluate how each developmental domain influences Thabo’s learning
experiences. (8 marks)
Thabo Molefe’s learning experiences are shaped by various developmental
domains: physical, cognitive, emotional, social, and environmental. Each domain
affects how he engages with learning tasks at school.
Physically, Thabo is healthy and active, which supports participation in school.
However, his daily commute and lack of rest leave him fatigued, possibly lowering
attention in class (Donald, Lazarus & Lolwana, 2010, p. 60). Cognitively, he
performs well in subjects that involve concrete thinking like Mathematics and Life
Sciences. However, he struggles with abstract thinking in subjects like English and
History. According to Piaget’s theory, adolescents transition from concrete to
abstract reasoning during this stage (Lefrancois, 2012, p. 239), and Thabo may
need extra support in this area.
Emotionally, Thabo shows confidence in group work but experiences anxiety
during tests. This can reduce performance, especially in subjects he already finds
difficult. Emotional support and strategies to manage test stress could improve
his outcomes (Donald et al., 2010, p. 97). Socially, Thabo is well-liked by peers,
which supports his school engagement. However, he faces tension between home
and school expectations. These conflicting pressures can create confusion and
reduce motivation.
Environmentally, limited study space and unstable electricity make homework
and revision difficult. These challenges highlight how socio-economic factors
directly affect learning opportunities (Donald et al., 2010, p. 63).
, Overall, Thabo’s strengths in certain areas can be built upon, but targeted support
in emotional, cognitive, and environmental domains is necessary for balanced
development and academic success.
References:
Donald, D., Lazarus, S., & Lolwana, P. (2010). Educational psychology in social
context (4th ed.). Oxford University Press.
Lefrancois, G. R. (2012). Theories of human learning (6th ed.). Wadsworth.
• b) Critically analyse the cultural and socio-economic factors shaping Thabo’s
development. (8 marks)
Thabo’s development is strongly influenced by both cultural and socio-economic
factors, which shape his identity, learning, and behaviour. Culturally, Thabo
comes from a multilingual, African background and is fluent in Sepedi, isiZulu, and
English. This multilingualism is a strength in a diverse country like South Africa.
However, attending a former Model C school with a different cultural
environment may cause feelings of exclusion or identity conflict, especially if his
home culture is not recognised in the school’s practices or language use (Lemmer
& van Wyk, 2010, p. 27). Thabo may feel pressure to adapt to school norms that
differ from his home life, which can affect confidence and participation.
Socio-economically, Thabo faces challenges common in low-income households.
He travels long distances daily from Mamelodi, limiting study time and
contributing to fatigue. At home, his parents work long hours and have limited
formal education, which means he receives little academic support outside
school. These factors can lower motivation and academic achievement (Donald,
HED4814
ASSIGNMENT 2 IN-DEPTH CASE :
STUDY ANALYSIS
Due Date: 30 July 2025
2025
QUESTION 1: DEVELOPMENTAL ANALYSIS (20 marks)
• a) Evaluate how each developmental domain influences Thabo’s
learning experiences. (8 marks)
0 7 6 4 0 3 1 2 2 9
,HED 4814 ASSIGNMENT TWO: IN-DEPTH CASE
STUDY ANALYSIS
Due Date: 30 July 2025
QUESTION 1: DEVELOPMENTAL ANALYSIS (20 marks)
• a) Evaluate how each developmental domain influences Thabo’s learning
experiences. (8 marks)
Thabo Molefe’s learning experiences are shaped by various developmental
domains: physical, cognitive, emotional, social, and environmental. Each domain
affects how he engages with learning tasks at school.
Physically, Thabo is healthy and active, which supports participation in school.
However, his daily commute and lack of rest leave him fatigued, possibly lowering
attention in class (Donald, Lazarus & Lolwana, 2010, p. 60). Cognitively, he
performs well in subjects that involve concrete thinking like Mathematics and Life
Sciences. However, he struggles with abstract thinking in subjects like English and
History. According to Piaget’s theory, adolescents transition from concrete to
abstract reasoning during this stage (Lefrancois, 2012, p. 239), and Thabo may
need extra support in this area.
Emotionally, Thabo shows confidence in group work but experiences anxiety
during tests. This can reduce performance, especially in subjects he already finds
difficult. Emotional support and strategies to manage test stress could improve
his outcomes (Donald et al., 2010, p. 97). Socially, Thabo is well-liked by peers,
which supports his school engagement. However, he faces tension between home
and school expectations. These conflicting pressures can create confusion and
reduce motivation.
Environmentally, limited study space and unstable electricity make homework
and revision difficult. These challenges highlight how socio-economic factors
directly affect learning opportunities (Donald et al., 2010, p. 63).
, Overall, Thabo’s strengths in certain areas can be built upon, but targeted support
in emotional, cognitive, and environmental domains is necessary for balanced
development and academic success.
References:
Donald, D., Lazarus, S., & Lolwana, P. (2010). Educational psychology in social
context (4th ed.). Oxford University Press.
Lefrancois, G. R. (2012). Theories of human learning (6th ed.). Wadsworth.
• b) Critically analyse the cultural and socio-economic factors shaping Thabo’s
development. (8 marks)
Thabo’s development is strongly influenced by both cultural and socio-economic
factors, which shape his identity, learning, and behaviour. Culturally, Thabo
comes from a multilingual, African background and is fluent in Sepedi, isiZulu, and
English. This multilingualism is a strength in a diverse country like South Africa.
However, attending a former Model C school with a different cultural
environment may cause feelings of exclusion or identity conflict, especially if his
home culture is not recognised in the school’s practices or language use (Lemmer
& van Wyk, 2010, p. 27). Thabo may feel pressure to adapt to school norms that
differ from his home life, which can affect confidence and participation.
Socio-economically, Thabo faces challenges common in low-income households.
He travels long distances daily from Mamelodi, limiting study time and
contributing to fatigue. At home, his parents work long hours and have limited
formal education, which means he receives little academic support outside
school. These factors can lower motivation and academic achievement (Donald,
