, QUESTION 1
1.1. Mr Nkosi’s extensive experience and long reliance on traditional, teacher-directed methods
initially shape his expectation that learners should follow predetermined structures, such as
vertical supports in bridge building. This reflects a more transmissive pedagogy, where the teacher
assumes the role of expert and learners are expected to reproduce correct methods (Killen, 2016).
As a result, his first response is to redirect Ayanda and her group toward what he believes is the
“right” approach. However, the learners’ confidence and logical explanation challenge his
assumptions and prompt reflection. This moment highlights the tension between traditional
teaching practices and contemporary early childhood pedagogies, which recognise young learners
as active meaning-makers capable of expressing understanding in diverse ways (Department of
Basic Education [DBE], 2011).
Pedagogies suitable for the early years include play-based learning, constructivist approaches, and
socio-cultural pedagogy. A constructivist pedagogy, informed by Piaget, emphasises that children
learn best by actively engaging with materials, experimenting, and constructing their own
understanding through hands-on experiences (Piaget, 1952). In this scenario, the learners’
horizontal layering demonstrates problem-solving and logical reasoning, even though it differs from
the teacher’s expectation. Similarly, Vygotsky’s socio-cultural theory supports learning through
collaboration, dialogue, and shared meaning-making, where learners co-construct knowledge
within a social context (Vygotsky, 1978). Mr Nkosi’s observation of group discussion and peer
explanation aligns with this pedagogy, suggesting that learning is occurring through interaction
rather than direct instruction.
The CAPS policy for the Foundation Phase further supports learner-centred and play-based
pedagogies, encouraging exploration, creativity, and the use of concrete materials to develop
foundational concepts (DBE, 2011). Engineering activities using recycled materials promote
inquiry-based learning, where there is more than one correct solution. By reconsidering his
response, Mr Nkosi begins to shift towards a facilitative role, valuing creativity and learner agency.
This reflective practice allows him to recognise that young children may demonstrate
understanding in unexpected ways, and that effective early years pedagogy requires flexibility,
observation, and respect for learners’ thinking processes (Berk, 2013).
1.1. Mr Nkosi’s extensive experience and long reliance on traditional, teacher-directed methods
initially shape his expectation that learners should follow predetermined structures, such as
vertical supports in bridge building. This reflects a more transmissive pedagogy, where the teacher
assumes the role of expert and learners are expected to reproduce correct methods (Killen, 2016).
As a result, his first response is to redirect Ayanda and her group toward what he believes is the
“right” approach. However, the learners’ confidence and logical explanation challenge his
assumptions and prompt reflection. This moment highlights the tension between traditional
teaching practices and contemporary early childhood pedagogies, which recognise young learners
as active meaning-makers capable of expressing understanding in diverse ways (Department of
Basic Education [DBE], 2011).
Pedagogies suitable for the early years include play-based learning, constructivist approaches, and
socio-cultural pedagogy. A constructivist pedagogy, informed by Piaget, emphasises that children
learn best by actively engaging with materials, experimenting, and constructing their own
understanding through hands-on experiences (Piaget, 1952). In this scenario, the learners’
horizontal layering demonstrates problem-solving and logical reasoning, even though it differs from
the teacher’s expectation. Similarly, Vygotsky’s socio-cultural theory supports learning through
collaboration, dialogue, and shared meaning-making, where learners co-construct knowledge
within a social context (Vygotsky, 1978). Mr Nkosi’s observation of group discussion and peer
explanation aligns with this pedagogy, suggesting that learning is occurring through interaction
rather than direct instruction.
The CAPS policy for the Foundation Phase further supports learner-centred and play-based
pedagogies, encouraging exploration, creativity, and the use of concrete materials to develop
foundational concepts (DBE, 2011). Engineering activities using recycled materials promote
inquiry-based learning, where there is more than one correct solution. By reconsidering his
response, Mr Nkosi begins to shift towards a facilitative role, valuing creativity and learner agency.
This reflective practice allows him to recognise that young children may demonstrate
understanding in unexpected ways, and that effective early years pedagogy requires flexibility,
observation, and respect for learners’ thinking processes (Berk, 2013).
