PYC2602
ASSIGNMENT 9 2025
DUE: OCTOBER 2025 (MEMO)
, PYC2602 ASSIGNMENT 9 2025
In your PoE, you must also include a reflective piece consisting of two case studies.
A1 and A2. Ensure that your reflective piece follows the order provided below, and
please limit your responses to 4 lines each.
A1: Case Study 1
As the 3-year-olds drift into Learning Preschool, Ms. Angela fills me in:
A1.1: Reflect on Kanesha’s interactions while playing in the kitchen centre.
Kanesha demonstrates socio-dramatic play, showing she has internalised social scripts
from her culture (Louw & Louw, 3.2.4). Her assertive "You know!" indicates a developed
self-concept and understanding of social continuity. And directing play and assigning
roles ("Nadia make a cake"), she engages in complex peer interaction, practising
leadership and collaboration skills essential for social development.
A1.2: Reflect In what ways can educators further support children in expressing
and understanding their feelings?
Educators can build on storytime discussions by explicitly labelling emotions e.g., "José,
you said he felt scared. When do you feel scared?". This aligns with the cognitive-
socialisation explanation, where adults help children interpret feelings. Creating a
"feelings chart" and modelling emotional vocabulary helps socialise children to
understand and regulate their own and others' emotions effectively.
ASSIGNMENT 9 2025
DUE: OCTOBER 2025 (MEMO)
, PYC2602 ASSIGNMENT 9 2025
In your PoE, you must also include a reflective piece consisting of two case studies.
A1 and A2. Ensure that your reflective piece follows the order provided below, and
please limit your responses to 4 lines each.
A1: Case Study 1
As the 3-year-olds drift into Learning Preschool, Ms. Angela fills me in:
A1.1: Reflect on Kanesha’s interactions while playing in the kitchen centre.
Kanesha demonstrates socio-dramatic play, showing she has internalised social scripts
from her culture (Louw & Louw, 3.2.4). Her assertive "You know!" indicates a developed
self-concept and understanding of social continuity. And directing play and assigning
roles ("Nadia make a cake"), she engages in complex peer interaction, practising
leadership and collaboration skills essential for social development.
A1.2: Reflect In what ways can educators further support children in expressing
and understanding their feelings?
Educators can build on storytime discussions by explicitly labelling emotions e.g., "José,
you said he felt scared. When do you feel scared?". This aligns with the cognitive-
socialisation explanation, where adults help children interpret feelings. Creating a
"feelings chart" and modelling emotional vocabulary helps socialise children to
understand and regulate their own and others' emotions effectively.
