,GRT1501 ASSIGNMENT 03 PORTFOLIO - DUE DATE: OCTOBER 2026
QUESTION 1 [50 Marks]
1.1 Define play-based pedagogy and explain its importance in supporting learning and
development in a Grade R classroom. (6)
Play-based pedagogy is a child-centred approach to teaching and learning where play is used
as an important way of helping young children explore, understand, practise, and apply new
knowledge and skills. Instead of expecting young children to spend most of their time
listening to the teacher or completing formal written activities, play-based pedagogy allows
children to learn through practical experiences, interaction, exploration, imagination,
problem-solving, and communication. Play may be initiated by the child, or the teacher may
guide the play towards a particular learning goal. Guided play therefore combines children's
interests and choices with intentional teacher support (Pyle & Danniels, 2017; Zosh et al.,
2018).
Play-based pedagogy is particularly important in a Grade R classroom because children at
this stage are still developing rapidly and learn effectively when they are actively involved in
experiences. Play allows children to use their senses, manipulate objects, communicate with
others, make choices, and learn from mistakes. For example, a child who builds a tower with
blocks is not simply playing with toys. The child may be learning about size, height, balance,
shapes, counting, spatial relationships, and problem-solving at the same time.
Play also supports cognitive development. Children develop memory, concentration,
creativity, reasoning, decision-making, and problem-solving skills as they experiment with
different ideas. A child who is building a bridge may have to think about why the structure
keeps falling and decide how to change the design.
, Play supports social and emotional development because children interact with their
classmates, share materials, take turns, negotiate, cooperate, and solve disagreements.
Through pretend play, children can also express feelings and practise different social roles.
Language development is strengthened because children communicate while playing. They
explain what they are doing, ask questions, listen to others, tell stories, and learn new
vocabulary. Physical development is also supported through activities such as drawing,
cutting, building, running, climbing, dancing, and manipulating small objects.
Therefore, play-based pedagogy provides a holistic approach to Grade R education because
one activity can support several areas of development at the same time. It also makes
learning more meaningful and enjoyable, which can increase children's motivation and
participation (Hirsh-Pasek et al., 2015; Lunga et al., 2022).
1.2 Describe two play-based activities that a Grade R teacher can use to develop early
numeracy skills. Explain how each activity promotes mathematical learning. (6)
Activity 1: Construction and block play
The teacher can provide children with wooden blocks, building bricks, cardboard boxes,
bottle tops, or other safe construction materials. Children can be encouraged to build towers,
houses, bridges, roads, or other structures according to their own ideas.
Construction play develops several early mathematical concepts. Children can count how
many blocks they use and compare the number of blocks used by different groups. They
learn about more, fewer, equal, taller, shorter, wider, narrower, longer, and smaller. They
also become familiar with shapes and spatial concepts when deciding where different blocks
should be placed.
For example, a teacher could ask, “Which tower is taller?” or “How many more blocks do
you need to make your tower as tall as your friend's tower?” Such questions encourage
QUESTION 1 [50 Marks]
1.1 Define play-based pedagogy and explain its importance in supporting learning and
development in a Grade R classroom. (6)
Play-based pedagogy is a child-centred approach to teaching and learning where play is used
as an important way of helping young children explore, understand, practise, and apply new
knowledge and skills. Instead of expecting young children to spend most of their time
listening to the teacher or completing formal written activities, play-based pedagogy allows
children to learn through practical experiences, interaction, exploration, imagination,
problem-solving, and communication. Play may be initiated by the child, or the teacher may
guide the play towards a particular learning goal. Guided play therefore combines children's
interests and choices with intentional teacher support (Pyle & Danniels, 2017; Zosh et al.,
2018).
Play-based pedagogy is particularly important in a Grade R classroom because children at
this stage are still developing rapidly and learn effectively when they are actively involved in
experiences. Play allows children to use their senses, manipulate objects, communicate with
others, make choices, and learn from mistakes. For example, a child who builds a tower with
blocks is not simply playing with toys. The child may be learning about size, height, balance,
shapes, counting, spatial relationships, and problem-solving at the same time.
Play also supports cognitive development. Children develop memory, concentration,
creativity, reasoning, decision-making, and problem-solving skills as they experiment with
different ideas. A child who is building a bridge may have to think about why the structure
keeps falling and decide how to change the design.
, Play supports social and emotional development because children interact with their
classmates, share materials, take turns, negotiate, cooperate, and solve disagreements.
Through pretend play, children can also express feelings and practise different social roles.
Language development is strengthened because children communicate while playing. They
explain what they are doing, ask questions, listen to others, tell stories, and learn new
vocabulary. Physical development is also supported through activities such as drawing,
cutting, building, running, climbing, dancing, and manipulating small objects.
Therefore, play-based pedagogy provides a holistic approach to Grade R education because
one activity can support several areas of development at the same time. It also makes
learning more meaningful and enjoyable, which can increase children's motivation and
participation (Hirsh-Pasek et al., 2015; Lunga et al., 2022).
1.2 Describe two play-based activities that a Grade R teacher can use to develop early
numeracy skills. Explain how each activity promotes mathematical learning. (6)
Activity 1: Construction and block play
The teacher can provide children with wooden blocks, building bricks, cardboard boxes,
bottle tops, or other safe construction materials. Children can be encouraged to build towers,
houses, bridges, roads, or other structures according to their own ideas.
Construction play develops several early mathematical concepts. Children can count how
many blocks they use and compare the number of blocks used by different groups. They
learn about more, fewer, equal, taller, shorter, wider, narrower, longer, and smaller. They
also become familiar with shapes and spatial concepts when deciding where different blocks
should be placed.
For example, a teacher could ask, “Which tower is taller?” or “How many more blocks do
you need to make your tower as tall as your friend's tower?” Such questions encourage
