, QUESTION 1
1.1.1 What kind of pedagogy is practiced by the teacher in the cartoon?
English: Care Pedagogy (also referred to as “pedagogy of care” or “care-centred
pedagogy”).
Other language (e.g., Afrikaans): Versorgingspedagogiek (or pedagogie van sorg
in French: pédagogie du soin).
This pedagogy emphasises empathy, emotional attunement, and the teacher’s
role in responding to a learner’s affective state as a foundation for learning
(Noddings, 2012).
1.1.2 Two observable actions showing the teacher practices care pedagogy:
Kneeling to the child’s eye level – This action physically reduces the power
distance, signalling equality, respect, and willingness to engage emotionally
(Noddings, 2005).
Placing a hand gently under the child’s chin/cheek – This is a soothing,
non-verbal gesture of comfort and reassurance, demonstrating the teacher’s
attentiveness to the learner’s distress.
1.1.3 Two reasons why care pedagogy influences the learner’s emotional
well-being:
It builds a secure attachment relationship – When a teacher responds
sensitively to a child’s sadness, the child feels emotionally safe and
understood, reducing anxiety and promoting resilience (Pianta, 1999).
It validates the learner’s emotions – By acknowledging tears without
judgment, the teacher helps the child develop emotional regulation and
self-acceptance, which are core components of mental well-being (Elias et al.,
1997).
1.1.4 Two reasons why these actions might improve learner academic
participation:
Lowered affective filter – When a child feels cared for, stress and fear of
failure decrease, making them more willing to take academic risks (e.g.,
answering questions, asking for help) (Krashen, 1982).
Increased motivation to please the teacher – A caring relationship fosters
intrinsic motivation; the learner engages more actively in class tasks to
maintain the positive relational bond (Wentzel, 1999).
1.1.1 What kind of pedagogy is practiced by the teacher in the cartoon?
English: Care Pedagogy (also referred to as “pedagogy of care” or “care-centred
pedagogy”).
Other language (e.g., Afrikaans): Versorgingspedagogiek (or pedagogie van sorg
in French: pédagogie du soin).
This pedagogy emphasises empathy, emotional attunement, and the teacher’s
role in responding to a learner’s affective state as a foundation for learning
(Noddings, 2012).
1.1.2 Two observable actions showing the teacher practices care pedagogy:
Kneeling to the child’s eye level – This action physically reduces the power
distance, signalling equality, respect, and willingness to engage emotionally
(Noddings, 2005).
Placing a hand gently under the child’s chin/cheek – This is a soothing,
non-verbal gesture of comfort and reassurance, demonstrating the teacher’s
attentiveness to the learner’s distress.
1.1.3 Two reasons why care pedagogy influences the learner’s emotional
well-being:
It builds a secure attachment relationship – When a teacher responds
sensitively to a child’s sadness, the child feels emotionally safe and
understood, reducing anxiety and promoting resilience (Pianta, 1999).
It validates the learner’s emotions – By acknowledging tears without
judgment, the teacher helps the child develop emotional regulation and
self-acceptance, which are core components of mental well-being (Elias et al.,
1997).
1.1.4 Two reasons why these actions might improve learner academic
participation:
Lowered affective filter – When a child feels cared for, stress and fear of
failure decrease, making them more willing to take academic risks (e.g.,
answering questions, asking for help) (Krashen, 1982).
Increased motivation to please the teacher – A caring relationship fosters
intrinsic motivation; the learner engages more actively in class tasks to
maintain the positive relational bond (Wentzel, 1999).
