QUESTION 01
1.1 Piaget’s formal operational stage begins at around age 11 or 12 and continues throughout
adulthood. Does this suggest that once one reaches this level of cognitive development that
they plateau? Or, are there different levels of formal operations? (4)
Piaget’s formal operational stage (Page 37)
According to Pieget’s theory of cognitive the formal-operational stage is the highest level of
cognitive development. He simple means that no further cognitive development takes place
after this stage.
Recent theories and research findings contradicted this (Newman & Newman2012). Adults
indeed think differently from adolescents.
There is a higher cognitive development stage that is called post-formal thought or reasoning.
There is a fifth stage of cognitive development, the problem-finding stage (Arlin in Rice &
Dolgin 2008), this stage can only be reached if the formal-operation stage has been
accomplished. This stage represents an ability to discover problems, or to raise general
questions for ill-defined problems.
In my conclusion according to the findings is that once one reaches this level of formal-
operational stage of development that they do not plateau, there are other different stages of
development (post-formal thought or reasoning and problem-finding stage)
1.2 According to which theory is group-work encouraged? Why does this scientist see it as
important?
Vygotsky’s socio cultural theory (Page 45)
He believed that all higher cognitive processes originate in social interactions. According to
Vygotsky’s theory, the physical classroom should provide clustered desks or tables and work
space for peer instruction, collaboration and small-group instruction. Like the environment, the
instructional design of material to be learned should be structured to promote and encourage
student interaction and collaboration. Thus the classroom becomes a community of learning
(Dr S A Coetzee, 2015:26).
Vygotsky’s theory, however, requires teachers and learners to play non-traditional roles as
they collaborate with each other, because both are influenced by the contexts in which they
live, teach and learn.
Vygotsky’s theory support cooperative learning because
Through cooperative learners, learners work together to help each other.
Peers usually operate within each other’s ZPD, providing models of slightly more advanced
thinking for each other.
Many teachers have realized that good learning happens in association with other people,
interpersonal reactions therefore play an important role in any teaching and learning.
1.3 Sternberg proposed the triarchic theory of human intelligence. Which intelligence does he
consider to be the most important? Why do you say so?
Sternberg proposed the triarchic theory of human intelligence. (Page 47)
Practical intelligence because he considers it as a way of solving problems that arise in
everyday life, this include
Adapting to your environment.
Selecting environment in which you can succeed.
Shaping your environment to fit your strengths.
1.4 Bronfenbrenner’s ecological theory and the factors that influence intelligence. (Page 59)
The intelligence of a person is influenced by many factors, such as genetics, the environment,
culture, gender, self-concept, language and motivation; Bronfenbrenner’s developed the
1|P ag e
, ecological system theory, in which he defined development as a function of the interaction
between the development of a person and the environment in which the person lives.
Bronfenbrenner’s labelled different aspects or levels of the environment that influences
development. In particular the microsystem, the mesosystem, the exosysyem, the
marcosystem and the chronosystem.
There is a correlation between language and Microsystems, the Microsystems includes all the
face to face interactions in the developing immediate setting, such as family, school, peer
group and Community, the language of the person speaks is influenced by these settings.
Language is essential thinking tool and primary vehicle of thought. It is generally accepted that
language is essential means of performing.
The macrosystem may be considered the outmost level in the child’s environmental and
comprises cultural values and laws. Culture has a significant impact on the child’s intelligence.
Question 2
2.1 Based on this account of the life story of Nelson Mandela, what factors influenced his
moral development up to his adolescence? Give an explanation of each factor. (10)
Factors influencing adolescent moral development. (Page 115-118)
The role of the family
Parental warmth trust, the frequency and intensity of the parent-adolescent interaction, the type of
parental discipline, and the function of the parents as role models all have an influence on
adolescent’s moral development. Mandela was raised by the acting regent, As Mandela grew into
adolescence, he observed tribal meetings, where any member could speak and the regent would
listen quietly before summing up the consensus. This style of leadership deeply impressed
Mandela and influenced his own demeanour as a leader in later years.
The role f reference groups.
Parents and teachers and other role models play a pivotal part in shaping of the future of children.
They place high value characteristics such as honesty, integrity and compassion by exhibiting
these attributes these attributes; they may naturally pass these positive traits to the next
generation.
Mandela developed characteristics such as honesty, integrity when watched his guardian preside
over council meetings to which minor chiefs brought disputes to be tried. His fascination with the
presentation of cases and the cross-examination of witnesses planted the seeds of his ambition to
be a lawyer – an ambition he fulfilled as a young adult.
The role of peers.
Peers conform to the standards and limits for admissible behaviour set by the group. At age 16,
Mandela underwent circumcision, the traditional ritual by which a boy became recognised as a
man and a participant in tribal councils. During initiations he learned the role of man and
cooperation with other individuals.
The role of the new morality.
Adolescence are also confronted with political, religious, social, educational economic and
security problems that constitute dilemmas, Mandela’s father was deposed for refusing to honour
a summons to appear before the local British magistrate. For standing on his traditional
prerogatives and defying the magistrate’s authority, Mandela’s father paid with his lands and
fortune. This also influences Mandela to take part in politics as he wanted to claim back the land
that was taken.
From the visiting chiefs and headmen, Mandela heard tales about early African warriors who had
fought against Western domination. These stories stirred his interest in his people’s history and
laid the groundwork for his political activism.
2|P ag e
1.1 Piaget’s formal operational stage begins at around age 11 or 12 and continues throughout
adulthood. Does this suggest that once one reaches this level of cognitive development that
they plateau? Or, are there different levels of formal operations? (4)
Piaget’s formal operational stage (Page 37)
According to Pieget’s theory of cognitive the formal-operational stage is the highest level of
cognitive development. He simple means that no further cognitive development takes place
after this stage.
Recent theories and research findings contradicted this (Newman & Newman2012). Adults
indeed think differently from adolescents.
There is a higher cognitive development stage that is called post-formal thought or reasoning.
There is a fifth stage of cognitive development, the problem-finding stage (Arlin in Rice &
Dolgin 2008), this stage can only be reached if the formal-operation stage has been
accomplished. This stage represents an ability to discover problems, or to raise general
questions for ill-defined problems.
In my conclusion according to the findings is that once one reaches this level of formal-
operational stage of development that they do not plateau, there are other different stages of
development (post-formal thought or reasoning and problem-finding stage)
1.2 According to which theory is group-work encouraged? Why does this scientist see it as
important?
Vygotsky’s socio cultural theory (Page 45)
He believed that all higher cognitive processes originate in social interactions. According to
Vygotsky’s theory, the physical classroom should provide clustered desks or tables and work
space for peer instruction, collaboration and small-group instruction. Like the environment, the
instructional design of material to be learned should be structured to promote and encourage
student interaction and collaboration. Thus the classroom becomes a community of learning
(Dr S A Coetzee, 2015:26).
Vygotsky’s theory, however, requires teachers and learners to play non-traditional roles as
they collaborate with each other, because both are influenced by the contexts in which they
live, teach and learn.
Vygotsky’s theory support cooperative learning because
Through cooperative learners, learners work together to help each other.
Peers usually operate within each other’s ZPD, providing models of slightly more advanced
thinking for each other.
Many teachers have realized that good learning happens in association with other people,
interpersonal reactions therefore play an important role in any teaching and learning.
1.3 Sternberg proposed the triarchic theory of human intelligence. Which intelligence does he
consider to be the most important? Why do you say so?
Sternberg proposed the triarchic theory of human intelligence. (Page 47)
Practical intelligence because he considers it as a way of solving problems that arise in
everyday life, this include
Adapting to your environment.
Selecting environment in which you can succeed.
Shaping your environment to fit your strengths.
1.4 Bronfenbrenner’s ecological theory and the factors that influence intelligence. (Page 59)
The intelligence of a person is influenced by many factors, such as genetics, the environment,
culture, gender, self-concept, language and motivation; Bronfenbrenner’s developed the
1|P ag e
, ecological system theory, in which he defined development as a function of the interaction
between the development of a person and the environment in which the person lives.
Bronfenbrenner’s labelled different aspects or levels of the environment that influences
development. In particular the microsystem, the mesosystem, the exosysyem, the
marcosystem and the chronosystem.
There is a correlation between language and Microsystems, the Microsystems includes all the
face to face interactions in the developing immediate setting, such as family, school, peer
group and Community, the language of the person speaks is influenced by these settings.
Language is essential thinking tool and primary vehicle of thought. It is generally accepted that
language is essential means of performing.
The macrosystem may be considered the outmost level in the child’s environmental and
comprises cultural values and laws. Culture has a significant impact on the child’s intelligence.
Question 2
2.1 Based on this account of the life story of Nelson Mandela, what factors influenced his
moral development up to his adolescence? Give an explanation of each factor. (10)
Factors influencing adolescent moral development. (Page 115-118)
The role of the family
Parental warmth trust, the frequency and intensity of the parent-adolescent interaction, the type of
parental discipline, and the function of the parents as role models all have an influence on
adolescent’s moral development. Mandela was raised by the acting regent, As Mandela grew into
adolescence, he observed tribal meetings, where any member could speak and the regent would
listen quietly before summing up the consensus. This style of leadership deeply impressed
Mandela and influenced his own demeanour as a leader in later years.
The role f reference groups.
Parents and teachers and other role models play a pivotal part in shaping of the future of children.
They place high value characteristics such as honesty, integrity and compassion by exhibiting
these attributes these attributes; they may naturally pass these positive traits to the next
generation.
Mandela developed characteristics such as honesty, integrity when watched his guardian preside
over council meetings to which minor chiefs brought disputes to be tried. His fascination with the
presentation of cases and the cross-examination of witnesses planted the seeds of his ambition to
be a lawyer – an ambition he fulfilled as a young adult.
The role of peers.
Peers conform to the standards and limits for admissible behaviour set by the group. At age 16,
Mandela underwent circumcision, the traditional ritual by which a boy became recognised as a
man and a participant in tribal councils. During initiations he learned the role of man and
cooperation with other individuals.
The role of the new morality.
Adolescence are also confronted with political, religious, social, educational economic and
security problems that constitute dilemmas, Mandela’s father was deposed for refusing to honour
a summons to appear before the local British magistrate. For standing on his traditional
prerogatives and defying the magistrate’s authority, Mandela’s father paid with his lands and
fortune. This also influences Mandela to take part in politics as he wanted to claim back the land
that was taken.
From the visiting chiefs and headmen, Mandela heard tales about early African warriors who had
fought against Western domination. These stories stirred his interest in his people’s history and
laid the groundwork for his political activism.
2|P ag e
