, IPS1501 ASSIGNMENT 2 2026 ANSWERS - DUE DATE 22 JUNE 2026
1.1 Scaffolding (Vygotsky) (8 marks)
1.1.1 Explain what is meant by scaffolding and the Zone of Proximal Development (ZPD). (4)
Scaffolding refers to the temporary support provided by a more knowledgeable person, such
as a teacher, to help a learner complete tasks that they cannot yet accomplish independently.
As the learner becomes more competent, the support is gradually reduced until the learner
can perform the task on their own (Vygotsky, 1978).
The Zone of Proximal Development (ZPD) is the gap between what a learner can do
independently and what they can achieve with guidance and assistance from a more capable
individual. Learning occurs most effectively within this zone because the learner is
challenged while still receiving appropriate support (Vygotsky, 1978).
1.1.2 Using the case study, describe two ways the teacher can scaffold Thabo's learning. (4)
Firstly, the teacher can break complex tasks into smaller, manageable steps and provide clear
instructions and demonstrations. Since Thabo struggles to complete tasks independently,
gradual guidance can build his confidence and competence until he is able to work on his
own.
Secondly, the teacher can pair Thabo with a supportive and capable peer during classroom
activities. Peer collaboration can provide language support, encourage participation, and help
him acquire new skills through social interaction within his ZPD (Vygotsky, 1978).
1.2 Psychosocial Development (Erikson) (6 marks)
1.2.1 Identify the relevant psychosocial stage for Thabo's age. (2)
At 10 years old, Thabo is in Erikson's stage of Industry versus Inferiority (Erikson, 1963).
1.1 Scaffolding (Vygotsky) (8 marks)
1.1.1 Explain what is meant by scaffolding and the Zone of Proximal Development (ZPD). (4)
Scaffolding refers to the temporary support provided by a more knowledgeable person, such
as a teacher, to help a learner complete tasks that they cannot yet accomplish independently.
As the learner becomes more competent, the support is gradually reduced until the learner
can perform the task on their own (Vygotsky, 1978).
The Zone of Proximal Development (ZPD) is the gap between what a learner can do
independently and what they can achieve with guidance and assistance from a more capable
individual. Learning occurs most effectively within this zone because the learner is
challenged while still receiving appropriate support (Vygotsky, 1978).
1.1.2 Using the case study, describe two ways the teacher can scaffold Thabo's learning. (4)
Firstly, the teacher can break complex tasks into smaller, manageable steps and provide clear
instructions and demonstrations. Since Thabo struggles to complete tasks independently,
gradual guidance can build his confidence and competence until he is able to work on his
own.
Secondly, the teacher can pair Thabo with a supportive and capable peer during classroom
activities. Peer collaboration can provide language support, encourage participation, and help
him acquire new skills through social interaction within his ZPD (Vygotsky, 1978).
1.2 Psychosocial Development (Erikson) (6 marks)
1.2.1 Identify the relevant psychosocial stage for Thabo's age. (2)
At 10 years old, Thabo is in Erikson's stage of Industry versus Inferiority (Erikson, 1963).
