, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
QUESTION 1
1. Research and policy guidelines show that learners’ disruptive behaviour can be identified and
modified from the foundation phase. Drawing from the knowledge you have acquired in the
module (IFP3701), demonstrate how you will identify and support learners affected by incidents
such as Thuto-Lefa Secondary school from the foundation phase by responding to the following
questions:
1.1. How can such a disruptive event affect foundation phase learners’ emotional readiness for
learning?
A disruptive event such as the classroom fire at Thuto-Lefa Secondary School can have significant
consequences on the emotional readiness of foundation phase learners, particularly due to its impact
on their sense of security and stability. Young children in the foundation phase rely heavily on a safe
and predictable environment to feel emotionally secure enough to engage in learning.
When a traumatic event such as a fire occurs, it disrupts the stability of the school environment,
which is central to the child's microsystem (the immediate environment). This may make learners
feel unsafe, anxious, or distressed, which can hinder their ability to focus on learning. Emotional
distress can lead to a compromised sense of safety, an essential aspect of emotional readiness, as
learners may feel that their environment no longer provides the support and protection they need.
Additionally, the incident can create extrinsic barriers to learning, such as damage to the physical
infrastructure and the need for temporary solutions that disrupt the normal flow of the school day.
These disruptions can lead to anxiety, making it harder for learners to adapt to the new and
unfamiliar environment. Furthermore, the unpredictable nature of the event itself may leave
foundation phase learners feeling unsettled, which can affect their emotional maturity and capacity to
engage with educational content effectively.
QUESTION 1
1. Research and policy guidelines show that learners’ disruptive behaviour can be identified and
modified from the foundation phase. Drawing from the knowledge you have acquired in the
module (IFP3701), demonstrate how you will identify and support learners affected by incidents
such as Thuto-Lefa Secondary school from the foundation phase by responding to the following
questions:
1.1. How can such a disruptive event affect foundation phase learners’ emotional readiness for
learning?
A disruptive event such as the classroom fire at Thuto-Lefa Secondary School can have significant
consequences on the emotional readiness of foundation phase learners, particularly due to its impact
on their sense of security and stability. Young children in the foundation phase rely heavily on a safe
and predictable environment to feel emotionally secure enough to engage in learning.
When a traumatic event such as a fire occurs, it disrupts the stability of the school environment,
which is central to the child's microsystem (the immediate environment). This may make learners
feel unsafe, anxious, or distressed, which can hinder their ability to focus on learning. Emotional
distress can lead to a compromised sense of safety, an essential aspect of emotional readiness, as
learners may feel that their environment no longer provides the support and protection they need.
Additionally, the incident can create extrinsic barriers to learning, such as damage to the physical
infrastructure and the need for temporary solutions that disrupt the normal flow of the school day.
These disruptions can lead to anxiety, making it harder for learners to adapt to the new and
unfamiliar environment. Furthermore, the unpredictable nature of the event itself may leave
foundation phase learners feeling unsettled, which can affect their emotional maturity and capacity to
engage with educational content effectively.
