IPS1501 ASSIGNMENT 2 2026
DUE 23 JUNE 2026
Case Study: Thabo.
Thabo is a 10-year-old Grade 5 learner who recently moved from a rural area to a city
school. Since the move, his teacher has observed several challenges. Thabo struggles
to complete tasks independently and often waits for help from the teacher. He appears
withdrawn and does not actively participate in group activities.
1.1 Scaffolding (Vygotsky)
1.1.1 Explain what is meant by scaffolding and the zone of proximal development
(ZPD).
According to Vygotsky's socio-cultural theory (Learning Unit 2, p. 29-31), the zone of
proximal development (ZPD) is the gap between what a learner can do on their own
(actual development) and what they can do with help from someone more
knowledgeable, like a teacher or peer (potential development).
Scaffolding refers to the temporary support or guidance that a more knowledgeable
person gives to a learner to help them move through their ZPD. Once the learner
becomes more capable, the support is slowly removed, just like scaffolding on a
building is removed once the building can stand on its own (IPS1501 Study Guide, p.
19).
, 1.1.2 Using the case study, describe two ways the teacher can scaffold Thabo's
learning.
Peer buddy system: The teacher can pair Thabo with a supportive classmate who can
help him understand instructions and complete tasks. Because Thabo struggles to work
independently and waits for help (Case study, p. 4), a peer can model how to start a
task. This follows Vygotsky's idea that learning happens through social interaction with
more knowledgeable others (Learning Unit 2, p. 31).
Breaking tasks into small steps: The teacher can give Thabo worksheets or activities
broken into very small, manageable steps, and complete the first step together. For
example, in a lesson about emotions, the teacher might first ask Thabo to point to a
picture of "sad," then say the word, then write it. This structured support helps Thabo
move from what he cannot do alone to what he can do with guidance (IPS1501 Study
Guide, p. 19).
1.2 Psychosocial Development (Erikson)
1.2.1 Identify the relevant psychosocial stage for Thabo's age.
Thabo is 10 years old and in Grade 5. According to Erikson's psychosocial theory, the
relevant stage for his age (6 to 11 years) is Industry versus Inferiority (Learning Unit 2,
p. 29; IPS1501 Study Guide, p. 17).
1.2.2 Describe the main conflict in this stage.
The main conflict in this stage is between industry (developing a sense of competence
and pride in one's abilities and work) and inferiority (feeling inadequate and
unsuccessful). Children at this age need to cope with new social and academic
DUE 23 JUNE 2026
Case Study: Thabo.
Thabo is a 10-year-old Grade 5 learner who recently moved from a rural area to a city
school. Since the move, his teacher has observed several challenges. Thabo struggles
to complete tasks independently and often waits for help from the teacher. He appears
withdrawn and does not actively participate in group activities.
1.1 Scaffolding (Vygotsky)
1.1.1 Explain what is meant by scaffolding and the zone of proximal development
(ZPD).
According to Vygotsky's socio-cultural theory (Learning Unit 2, p. 29-31), the zone of
proximal development (ZPD) is the gap between what a learner can do on their own
(actual development) and what they can do with help from someone more
knowledgeable, like a teacher or peer (potential development).
Scaffolding refers to the temporary support or guidance that a more knowledgeable
person gives to a learner to help them move through their ZPD. Once the learner
becomes more capable, the support is slowly removed, just like scaffolding on a
building is removed once the building can stand on its own (IPS1501 Study Guide, p.
19).
, 1.1.2 Using the case study, describe two ways the teacher can scaffold Thabo's
learning.
Peer buddy system: The teacher can pair Thabo with a supportive classmate who can
help him understand instructions and complete tasks. Because Thabo struggles to work
independently and waits for help (Case study, p. 4), a peer can model how to start a
task. This follows Vygotsky's idea that learning happens through social interaction with
more knowledgeable others (Learning Unit 2, p. 31).
Breaking tasks into small steps: The teacher can give Thabo worksheets or activities
broken into very small, manageable steps, and complete the first step together. For
example, in a lesson about emotions, the teacher might first ask Thabo to point to a
picture of "sad," then say the word, then write it. This structured support helps Thabo
move from what he cannot do alone to what he can do with guidance (IPS1501 Study
Guide, p. 19).
1.2 Psychosocial Development (Erikson)
1.2.1 Identify the relevant psychosocial stage for Thabo's age.
Thabo is 10 years old and in Grade 5. According to Erikson's psychosocial theory, the
relevant stage for his age (6 to 11 years) is Industry versus Inferiority (Learning Unit 2,
p. 29; IPS1501 Study Guide, p. 17).
1.2.2 Describe the main conflict in this stage.
The main conflict in this stage is between industry (developing a sense of competence
and pride in one's abilities and work) and inferiority (feeling inadequate and
unsuccessful). Children at this age need to cope with new social and academic
