GRL2601
assignmen
Assignment 3 Portfolio 2025
UNIQUE CODE:
Detailed Solutions, References & Explanations
DUE DATE: Sept 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
, 0688120934
PREVIEW
SECTION A: Theoretical Knowledge
Activity 1: Play-Based Learning and Formal Instruction in Grade R
Play-Based Learning in Grade R
Play-based learning is a central principle of early childhood education. It recognises that
young children learn best through active exploration, imagination, and interaction with
their environment. In Grade R, play is not simply free time but a structured opportunity
to develop cognitive, emotional, social, and physical skills. For example, block building
develops problem-solving, numeracy concepts, and spatial awareness, while pretend
play enhances language and social interaction.
This approach is grounded in the belief that learning must be developmentally
appropriate. Play fosters intrinsic motivation, which helps children take ownership of
their learning. It also supports holistic development by integrating multiple learning
areas—language, mathematics, life skills—into a single activity. For instance, a sandpit
activity can simultaneously promote fine motor skills, vocabulary development, and
basic science concepts like capacity and measurement. Play-based learning aligns with
the Curriculum and Assessment Policy Statement (CAPS), which encourages
activities that are child-centred and developmentally appropriate.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
assignmen
Assignment 3 Portfolio 2025
UNIQUE CODE:
Detailed Solutions, References & Explanations
DUE DATE: Sept 2025
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
, 0688120934
PREVIEW
SECTION A: Theoretical Knowledge
Activity 1: Play-Based Learning and Formal Instruction in Grade R
Play-Based Learning in Grade R
Play-based learning is a central principle of early childhood education. It recognises that
young children learn best through active exploration, imagination, and interaction with
their environment. In Grade R, play is not simply free time but a structured opportunity
to develop cognitive, emotional, social, and physical skills. For example, block building
develops problem-solving, numeracy concepts, and spatial awareness, while pretend
play enhances language and social interaction.
This approach is grounded in the belief that learning must be developmentally
appropriate. Play fosters intrinsic motivation, which helps children take ownership of
their learning. It also supports holistic development by integrating multiple learning
areas—language, mathematics, life skills—into a single activity. For instance, a sandpit
activity can simultaneously promote fine motor skills, vocabulary development, and
basic science concepts like capacity and measurement. Play-based learning aligns with
the Curriculum and Assessment Policy Statement (CAPS), which encourages
activities that are child-centred and developmentally appropriate.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
