GRM2601 ASSIGNMENT 2 2026
DUE JULY 2026
QUESTION 1
1.1 Explain how play acts as a "vehicle through which learning occurs" by
mentioning at least two aspects of play.
Play serves as a vehicle through which learning occurs because it is an intrinsically
motivated, voluntary activity that gives children the opportunity to construct their own
knowledge. during play, children are truly engaged in their activity and actively seek to
solve problems and tasks in a hands-on way, which means they are agents of their own
learning who seek to make sense of the real world. through play, children learn to be
autonomous and confident, persistent and persevering; they learn the value of taking
risks, making mistakes and applying a trial-and-error approach to learning. Play is
active, interactive, intentional, open-ended and concerned with process over product,
allowing children to make connections, discoveries and choices based on their own
interests, needs and strengths.
1.2 Imagine a Grade R classroom where children are exploring different-sized
blocks. Identify which category of mathematics content (Seo & Ginsburg) is most
likely being addressed. Explain your reasoning.
The category of mathematics content most likely being addressed is Magnitude (size) .
According to Seo and Ginsburg (2004), magnitude involves comparing the size of
objects, such as a tower built of blocks. When children explore different-sized blocks,
they are inherently comparing sizes determining which block is bigger or smaller, longer
,or shorter, taller or shorter. This exploration also involves aspects of Spatial location as
children describe where blocks are placed in relation to one another, and Dynamics as
they put blocks together or take them apart. However, the primary focus remains on
comparing magnitudes (sizes) of the blocks.
1.3 In a Grade R classroom, Ms Jones uses flashcards to teach her learners about
numbers. Identify the primary teaching theory that Ms Jones adopts. Justify your
answer.
The primary teaching theory that Ms Jones adopts is behaviourism. Behaviourism is a
learning theory based on the idea that behaviour can be controlled or modified through
reinforcement. In a behaviourist classroom, teachers present information to learners,
and learners demonstrate that they understand it through correct responses. Flashcards
represent a teacher-centred approach where information is transmitted from teacher to
learner, and learners are expected to reproduce correct answers, which aligns with the
behaviourist view of teaching as shaping desired responses. This approach treats the
learner as a passive recipient of knowledge rather than an active constructor of
understanding.
1.4 A teacher sets up a make-believe shop in her classroom where children can
use pretend money to buy items.
1.4.1 Which type of play is facilitated here?
This scenario facilitates pretence and sociodramatic play (also referred to as role-play).
This type of play involves children dressing up and taking on different roles, such as a
shopkeeper or customer, and using objects in their environment to represent other
things.
, 1.4.2 Identify two mathematical skills that children are likely to develop or
practise in this scenario.
Two mathematical skills children are likely to develop or practise are:
Counting and number recognition: Children use pretend money to buy items, which
requires them to count out the correct amount of money and recognise number symbols
on the currency.
Addition and subtraction (operations): Children need to calculate how much money
they have, how much items cost, and how much change they should receive, thereby
practising basic addition and subtraction skills in a meaningful, real-world context.
1.5 Describe how you would use a nature walk to teach classification.
Prepare learners: Before the walk, I would explain that we will be collecting natural
objects and later sorting them into groups based on similarities and differences.
Conduct the walk: I would take learners on a nature walk and ask each small group to
collect small items such as seeds, pips, stones, leaves, feathers and flowers.
Discuss attributes: Upon returning to the classroom, I would encourage learners to
talk about the items they collected, discussing their characteristics (attributes) such as
colour, shape, size, texture and type.
Sort and classify: I would ask learners to sort their items into groups based on a
chosen attribute for example, grouping all the stones together, all the leaves together, or
sorting by colour or size. I would then ask them to explain their reasoning, using
questions like "Why did you put these things together?" and "Could you organise these
in another way?"
DUE JULY 2026
QUESTION 1
1.1 Explain how play acts as a "vehicle through which learning occurs" by
mentioning at least two aspects of play.
Play serves as a vehicle through which learning occurs because it is an intrinsically
motivated, voluntary activity that gives children the opportunity to construct their own
knowledge. during play, children are truly engaged in their activity and actively seek to
solve problems and tasks in a hands-on way, which means they are agents of their own
learning who seek to make sense of the real world. through play, children learn to be
autonomous and confident, persistent and persevering; they learn the value of taking
risks, making mistakes and applying a trial-and-error approach to learning. Play is
active, interactive, intentional, open-ended and concerned with process over product,
allowing children to make connections, discoveries and choices based on their own
interests, needs and strengths.
1.2 Imagine a Grade R classroom where children are exploring different-sized
blocks. Identify which category of mathematics content (Seo & Ginsburg) is most
likely being addressed. Explain your reasoning.
The category of mathematics content most likely being addressed is Magnitude (size) .
According to Seo and Ginsburg (2004), magnitude involves comparing the size of
objects, such as a tower built of blocks. When children explore different-sized blocks,
they are inherently comparing sizes determining which block is bigger or smaller, longer
,or shorter, taller or shorter. This exploration also involves aspects of Spatial location as
children describe where blocks are placed in relation to one another, and Dynamics as
they put blocks together or take them apart. However, the primary focus remains on
comparing magnitudes (sizes) of the blocks.
1.3 In a Grade R classroom, Ms Jones uses flashcards to teach her learners about
numbers. Identify the primary teaching theory that Ms Jones adopts. Justify your
answer.
The primary teaching theory that Ms Jones adopts is behaviourism. Behaviourism is a
learning theory based on the idea that behaviour can be controlled or modified through
reinforcement. In a behaviourist classroom, teachers present information to learners,
and learners demonstrate that they understand it through correct responses. Flashcards
represent a teacher-centred approach where information is transmitted from teacher to
learner, and learners are expected to reproduce correct answers, which aligns with the
behaviourist view of teaching as shaping desired responses. This approach treats the
learner as a passive recipient of knowledge rather than an active constructor of
understanding.
1.4 A teacher sets up a make-believe shop in her classroom where children can
use pretend money to buy items.
1.4.1 Which type of play is facilitated here?
This scenario facilitates pretence and sociodramatic play (also referred to as role-play).
This type of play involves children dressing up and taking on different roles, such as a
shopkeeper or customer, and using objects in their environment to represent other
things.
, 1.4.2 Identify two mathematical skills that children are likely to develop or
practise in this scenario.
Two mathematical skills children are likely to develop or practise are:
Counting and number recognition: Children use pretend money to buy items, which
requires them to count out the correct amount of money and recognise number symbols
on the currency.
Addition and subtraction (operations): Children need to calculate how much money
they have, how much items cost, and how much change they should receive, thereby
practising basic addition and subtraction skills in a meaningful, real-world context.
1.5 Describe how you would use a nature walk to teach classification.
Prepare learners: Before the walk, I would explain that we will be collecting natural
objects and later sorting them into groups based on similarities and differences.
Conduct the walk: I would take learners on a nature walk and ask each small group to
collect small items such as seeds, pips, stones, leaves, feathers and flowers.
Discuss attributes: Upon returning to the classroom, I would encourage learners to
talk about the items they collected, discussing their characteristics (attributes) such as
colour, shape, size, texture and type.
Sort and classify: I would ask learners to sort their items into groups based on a
chosen attribute for example, grouping all the stones together, all the leaves together, or
sorting by colour or size. I would then ask them to explain their reasoning, using
questions like "Why did you put these things together?" and "Could you organise these
in another way?"
