PYC2612
ASSIGNMENT 1
DUE DATE: MARCH 2026
,PYC2612 ASSIGNMENT 1 2026
DIE MARCH 2026
Case Study B.1: Learning Preschool
B.1.1 Reflect on Kanesha’s interactions while playing in the kitchen centre
Kanesha’s behaviour in the kitchen centre clearly reflects social pretend play, which is
typical of preschool development (Section 4.4.2.1). In this form of play, children use
symbolic thinking for example, pretending to cook spaghetti and referring to “Nadia” as if
the observer already knows who she is. This demonstrates cognitive growth, particularly
symbolic representation and perspective-taking. However, her statement “You know!”
also shows egocentrism, which is common in preschoolers. At this age, children still
struggle to understand that others do not share the same knowledge they do.
Her interaction also reflects the development of language and communication skills, as
play encourages negotiation and dialogue. When the other children enter and begin
grabbing materials, the situation escalates into mild instrumental aggression e.g taking
pots or vegetables to achieve a goal. Ms. Angela’s intervention reinforces prosocial
behaviour sharing, taking turns, which research shows can become stable patterns if
guided properly in early childhood (Section 4.4.2.3).
From a Bronfenbrenner ecological perspective, Kanesha’s behaviour is influenced by
her microsystem school environment and teacher guidance. The classroom structure
, promotes social learning and emotional regulation. Kanesha’s interactions show healthy
social, emotional, and cognitive development typical of the “play years.”
B.1.2 Reflect on how educators can further support children in expressing and
understanding their feelings
Preschoolers are still developing emotional awareness and regulation. According to
emotional development theory, emotions serve adaptive functions such as
communication and mobilising action. However, children need adult guidance to label
and regulate emotions effectively.
Support emotional development
Emotion Coaching - Teachers can name emotions during situations “You look
frustrated because José has more paper”. This builds emotional vocabulary.
Story Discussions - During storytime, Ms. Angela already asks questions like, “What
is Little Bear feeling?” This strengthens empathy and perspective-taking.
Modeling Emotional Regulation - Children learn through observation (social learning
theory). When teachers calmly resolve conflicts, children internalise those
behaviours.
Encouraging Prosocial Behaviour - Reinforcing sharing, turn-taking, and
cooperation supports stable prosocial patterns.
Secure Relationships - According to attachment research, children with secure adult
relationships show better emotional regulation and social competence.
ASSIGNMENT 1
DUE DATE: MARCH 2026
,PYC2612 ASSIGNMENT 1 2026
DIE MARCH 2026
Case Study B.1: Learning Preschool
B.1.1 Reflect on Kanesha’s interactions while playing in the kitchen centre
Kanesha’s behaviour in the kitchen centre clearly reflects social pretend play, which is
typical of preschool development (Section 4.4.2.1). In this form of play, children use
symbolic thinking for example, pretending to cook spaghetti and referring to “Nadia” as if
the observer already knows who she is. This demonstrates cognitive growth, particularly
symbolic representation and perspective-taking. However, her statement “You know!”
also shows egocentrism, which is common in preschoolers. At this age, children still
struggle to understand that others do not share the same knowledge they do.
Her interaction also reflects the development of language and communication skills, as
play encourages negotiation and dialogue. When the other children enter and begin
grabbing materials, the situation escalates into mild instrumental aggression e.g taking
pots or vegetables to achieve a goal. Ms. Angela’s intervention reinforces prosocial
behaviour sharing, taking turns, which research shows can become stable patterns if
guided properly in early childhood (Section 4.4.2.3).
From a Bronfenbrenner ecological perspective, Kanesha’s behaviour is influenced by
her microsystem school environment and teacher guidance. The classroom structure
, promotes social learning and emotional regulation. Kanesha’s interactions show healthy
social, emotional, and cognitive development typical of the “play years.”
B.1.2 Reflect on how educators can further support children in expressing and
understanding their feelings
Preschoolers are still developing emotional awareness and regulation. According to
emotional development theory, emotions serve adaptive functions such as
communication and mobilising action. However, children need adult guidance to label
and regulate emotions effectively.
Support emotional development
Emotion Coaching - Teachers can name emotions during situations “You look
frustrated because José has more paper”. This builds emotional vocabulary.
Story Discussions - During storytime, Ms. Angela already asks questions like, “What
is Little Bear feeling?” This strengthens empathy and perspective-taking.
Modeling Emotional Regulation - Children learn through observation (social learning
theory). When teachers calmly resolve conflicts, children internalise those
behaviours.
Encouraging Prosocial Behaviour - Reinforcing sharing, turn-taking, and
cooperation supports stable prosocial patterns.
Secure Relationships - According to attachment research, children with secure adult
relationships show better emotional regulation and social competence.
