CDE3701
Assessment 2 (100%
Complete Answers)
2025 - Due 7 July
2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
CDE3701 Assessment 2 (100% Complete
Answers) 2025 - Due 7 July 2025
Course
Child development (CDE3701)
Institution
University Of South Africa
Book
Child Development: Birth to Adolescence
CDE3701 Assignment 2 2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions............
Child development (birth to 9) - CDE3701 QUESTION 1 (25 marks) Carefully
read the case study below and then critically discuss and answer the
questions that follow: CASE STUDY Emily is a 9-year-old girl who attends a
suburban private school where each classroom is equipped with
smartboards, tablets and an extensive library. Most of her classmates’
parents are well-educated. The school offers a variety of extracurricular
activities like ballet, coding and foreign language clubs. Although Emily
excels academically, she struggles with social anxiety. She finds the pressure
to perform well and fit in with her peer group too much. Emily’s peer group
values material wealth and social status highly. Her parents are involved in
her education and expect her to participate in multiple activities. That leaves
little time for play or relaxation. The multi-cultural environment of the school
exposes Emily to different perspectives and languages and fosters her
appreciation of diversity. The cultural events at school allow her to explore
various cultural practices, which broadens her worldview and enriches her
social experience. 1.1 Why does Emily feel pressure to perform well at
school? (2)
Question 1.1: Why does Emily feel pressure to perform well at school? (10 marks)
Emily feels pressure to perform well at school due to a combination of personal, social, and
environmental factors that influence her emotional and psychological development:
1. Academic Expectations from Parents (2 marks)
Emily’s parents are actively involved in her education and expect her to participate in
multiple activities. Their high expectations can create pressure to excel academically and
succeed in all areas, leaving her feeling overwhelmed.
, 2. Over-Scheduling and Lack of Free Play (2 marks)
Emily’s schedule is filled with extracurricular activities, leaving little time for rest or
unstructured play. Play is crucial for emotional regulation and stress relief, especially in
middle childhood. Without this, stress accumulates and anxiety increases.
3. Peer Group Influence and Social Comparison (2 marks)
Emily’s peer group values material wealth and social status. As children in this age group
become more peer-oriented, Emily likely feels the need to conform and measure up to her
peers’ expectations, which adds to her stress.
4. School Environment and Competition (2 marks)
The advanced educational environment, with smartboards, tablets, and a well-resourced
library, fosters a culture of high achievement and competition. This academically intense
atmosphere can make Emily feel pressure to keep up and succeed constantly.
5. Developmental Stage – Erikson’s Theory (2 marks)
According to Erik Erikson’s psychosocial theory, Emily is in the "Industry vs.
Inferiority" stage (ages 6–12), where children strive to master skills and gain approval. If
they feel they are not meeting expectations, they may develop a sense of inferiority,
contributing to anxiety and low self-worth.
.1 Why does Emily feel pressure to perform well at school?
(10 marks)
Emily experiences pressure to perform well at school due to a combination of interconnected
factors:
High Academic Environment: She attends a suburban private school with smartboards,
tablets, and an extensive library, indicating a strong emphasis on academic achievement
and potentially a competitive learning environment. The fact that most of her classmates'
parents are well-educated might further contribute to a culture that values academic
success.
Parental Involvement and Expectations: Emily's parents are involved in her education
and expect her to participate in multiple extracurricular activities. While parental
involvement can be beneficial, high expectations and a packed schedule can translate into
pressure to excel in all areas, both academic and extracurricular.
Peer Group Values: Emily's peer group highly values material wealth and social status.
This might create an indirect pressure to achieve academically as a means to attain future
success and maintain a certain social standing within the group. Excelling academically
could be seen as a way to gain approval and "fit in" with her peers who likely come from
similar socio-economic backgrounds.
Social Anxiety: Emily already struggles with social anxiety. This pre-existing condition
likely amplifies the pressure she feels to perform well and fit in. Her anxiety might stem
from a fear of judgment or failure in both academic and social situations, making the
expectations from school, parents, and peers feel even more overwhelming.
Assessment 2 (100%
Complete Answers)
2025 - Due 7 July
2025
NO PLAGIARISM
[Pick the date]
[Type the company name]
,Exam (elaborations)
CDE3701 Assessment 2 (100% Complete
Answers) 2025 - Due 7 July 2025
Course
Child development (CDE3701)
Institution
University Of South Africa
Book
Child Development: Birth to Adolescence
CDE3701 Assignment 2 2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions............
Child development (birth to 9) - CDE3701 QUESTION 1 (25 marks) Carefully
read the case study below and then critically discuss and answer the
questions that follow: CASE STUDY Emily is a 9-year-old girl who attends a
suburban private school where each classroom is equipped with
smartboards, tablets and an extensive library. Most of her classmates’
parents are well-educated. The school offers a variety of extracurricular
activities like ballet, coding and foreign language clubs. Although Emily
excels academically, she struggles with social anxiety. She finds the pressure
to perform well and fit in with her peer group too much. Emily’s peer group
values material wealth and social status highly. Her parents are involved in
her education and expect her to participate in multiple activities. That leaves
little time for play or relaxation. The multi-cultural environment of the school
exposes Emily to different perspectives and languages and fosters her
appreciation of diversity. The cultural events at school allow her to explore
various cultural practices, which broadens her worldview and enriches her
social experience. 1.1 Why does Emily feel pressure to perform well at
school? (2)
Question 1.1: Why does Emily feel pressure to perform well at school? (10 marks)
Emily feels pressure to perform well at school due to a combination of personal, social, and
environmental factors that influence her emotional and psychological development:
1. Academic Expectations from Parents (2 marks)
Emily’s parents are actively involved in her education and expect her to participate in
multiple activities. Their high expectations can create pressure to excel academically and
succeed in all areas, leaving her feeling overwhelmed.
, 2. Over-Scheduling and Lack of Free Play (2 marks)
Emily’s schedule is filled with extracurricular activities, leaving little time for rest or
unstructured play. Play is crucial for emotional regulation and stress relief, especially in
middle childhood. Without this, stress accumulates and anxiety increases.
3. Peer Group Influence and Social Comparison (2 marks)
Emily’s peer group values material wealth and social status. As children in this age group
become more peer-oriented, Emily likely feels the need to conform and measure up to her
peers’ expectations, which adds to her stress.
4. School Environment and Competition (2 marks)
The advanced educational environment, with smartboards, tablets, and a well-resourced
library, fosters a culture of high achievement and competition. This academically intense
atmosphere can make Emily feel pressure to keep up and succeed constantly.
5. Developmental Stage – Erikson’s Theory (2 marks)
According to Erik Erikson’s psychosocial theory, Emily is in the "Industry vs.
Inferiority" stage (ages 6–12), where children strive to master skills and gain approval. If
they feel they are not meeting expectations, they may develop a sense of inferiority,
contributing to anxiety and low self-worth.
.1 Why does Emily feel pressure to perform well at school?
(10 marks)
Emily experiences pressure to perform well at school due to a combination of interconnected
factors:
High Academic Environment: She attends a suburban private school with smartboards,
tablets, and an extensive library, indicating a strong emphasis on academic achievement
and potentially a competitive learning environment. The fact that most of her classmates'
parents are well-educated might further contribute to a culture that values academic
success.
Parental Involvement and Expectations: Emily's parents are involved in her education
and expect her to participate in multiple extracurricular activities. While parental
involvement can be beneficial, high expectations and a packed schedule can translate into
pressure to excel in all areas, both academic and extracurricular.
Peer Group Values: Emily's peer group highly values material wealth and social status.
This might create an indirect pressure to achieve academically as a means to attain future
success and maintain a certain social standing within the group. Excelling academically
could be seen as a way to gain approval and "fit in" with her peers who likely come from
similar socio-economic backgrounds.
Social Anxiety: Emily already struggles with social anxiety. This pre-existing condition
likely amplifies the pressure she feels to perform well and fit in. Her anxiety might stem
from a fear of judgment or failure in both academic and social situations, making the
expectations from school, parents, and peers feel even more overwhelming.
