[TYPE THE COMPANY NAME]
CDE3701 Assessment 2
(100% Complete
Answers) 2025 - Due 7
July 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,Exam (elaborations)
CDE3701 Assessment 2 (100% Complete
Answers) 2025 - Due 7 July 2025
Course
Child development (CDE3701)
Institution
University Of South Africa
Book
Child Development: Birth to Adolescence
CDE3701 Assignment 2 2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions............
Child development (birth to 9) - CDE3701 QUESTION 1 (25 marks) Carefully
read the case study below and then critically discuss and answer the
questions that follow: CASE STUDY Emily is a 9-year-old girl who attends a
suburban private school where each classroom is equipped with
smartboards, tablets and an extensive library. Most of her classmates’
parents are well-educated. The school offers a variety of extracurricular
activities like ballet, coding and foreign language clubs. Although Emily
excels academically, she struggles with social anxiety. She finds the pressure
to perform well and fit in with her peer group too much. Emily’s peer group
values material wealth and social status highly. Her parents are involved in
her education and expect her to participate in multiple activities. That leaves
little time for play or relaxation. The multi-cultural environment of the school
exposes Emily to different perspectives and languages and fosters her
appreciation of diversity. The cultural events at school allow her to explore
various cultural practices, which broadens her worldview and enriches her
social experience. 1.1 Why does Emily feel pressure to perform well at
school? (2)
. Emily feels pressure to perform well at school due to several factors:
Parental Expectations: Her parents are involved in her education and expect her to
participate in multiple activities. This involvement likely translates into an expectation of
high academic achievement.
Peer Group Values: Her peer group highly values material wealth and social status. In a
competitive academic environment, excelling at school can be seen as a pathway to
achieving or maintaining a desired social standing within this group.
, School Environment: The school is a "suburban private school" with advanced
technology and a focus on extracurricular activities. This type of environment often
fosters a culture of high achievement and competition.
.1 Why does Emily feel pressure to perform well at school?
(10 marks)
Emily experiences pressure to perform well at school due to a combination of interconnected
factors:
High Academic Environment: She attends a suburban private school with smartboards,
tablets, and an extensive library, indicating a strong emphasis on academic achievement
and potentially a competitive learning environment. The fact that most of her classmates'
parents are well-educated might further contribute to a culture that values academic
success.
Parental Involvement and Expectations: Emily's parents are involved in her education
and expect her to participate in multiple extracurricular activities. While parental
involvement can be beneficial, high expectations and a packed schedule can translate into
pressure to excel in all areas, both academic and extracurricular.
Peer Group Values: Emily's peer group highly values material wealth and social status.
This might create an indirect pressure to achieve academically as a means to attain future
success and maintain a certain social standing within the group. Excelling academically
could be seen as a way to gain approval and "fit in" with her peers who likely come from
similar socio-economic backgrounds.
Social Anxiety: Emily already struggles with social anxiety. This pre-existing condition
likely amplifies the pressure she feels to perform well and fit in. Her anxiety might stem
from a fear of judgment or failure in both academic and social situations, making the
expectations from school, parents, and peers feel even more overwhelming.
Limited Time for Play and Relaxation: Her parents' expectation for her to participate in
multiple activities leaves little time for play or relaxation. This lack of downtime can
increase stress levels and reduce her ability to cope with the pressures she faces. Without
sufficient time to unwind and engage in unstructured activities, Emily may feel
constantly "on" and under pressure to achieve.
In essence, Emily is navigating a high-achieving academic setting, coupled with involved parents
who have high expectations, a peer group focused on status, and her own social anxieties, all
while lacking sufficient time for the crucial stress-relievers of play and relaxation. These factors
converge to create a significant pressure to perform well at school.
CDE3701 Assessment 2
(100% Complete
Answers) 2025 - Due 7
July 2025
NO PLAGIARISM
[Pick the date]
[Type the abstract of the document here. The abstract is typically a short summary of the contents of
the document. Type the abstract of the document here. The abstract is typically a short summary of
the contents of the document.]
,Exam (elaborations)
CDE3701 Assessment 2 (100% Complete
Answers) 2025 - Due 7 July 2025
Course
Child development (CDE3701)
Institution
University Of South Africa
Book
Child Development: Birth to Adolescence
CDE3701 Assignment 2 2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions............
Child development (birth to 9) - CDE3701 QUESTION 1 (25 marks) Carefully
read the case study below and then critically discuss and answer the
questions that follow: CASE STUDY Emily is a 9-year-old girl who attends a
suburban private school where each classroom is equipped with
smartboards, tablets and an extensive library. Most of her classmates’
parents are well-educated. The school offers a variety of extracurricular
activities like ballet, coding and foreign language clubs. Although Emily
excels academically, she struggles with social anxiety. She finds the pressure
to perform well and fit in with her peer group too much. Emily’s peer group
values material wealth and social status highly. Her parents are involved in
her education and expect her to participate in multiple activities. That leaves
little time for play or relaxation. The multi-cultural environment of the school
exposes Emily to different perspectives and languages and fosters her
appreciation of diversity. The cultural events at school allow her to explore
various cultural practices, which broadens her worldview and enriches her
social experience. 1.1 Why does Emily feel pressure to perform well at
school? (2)
. Emily feels pressure to perform well at school due to several factors:
Parental Expectations: Her parents are involved in her education and expect her to
participate in multiple activities. This involvement likely translates into an expectation of
high academic achievement.
Peer Group Values: Her peer group highly values material wealth and social status. In a
competitive academic environment, excelling at school can be seen as a pathway to
achieving or maintaining a desired social standing within this group.
, School Environment: The school is a "suburban private school" with advanced
technology and a focus on extracurricular activities. This type of environment often
fosters a culture of high achievement and competition.
.1 Why does Emily feel pressure to perform well at school?
(10 marks)
Emily experiences pressure to perform well at school due to a combination of interconnected
factors:
High Academic Environment: She attends a suburban private school with smartboards,
tablets, and an extensive library, indicating a strong emphasis on academic achievement
and potentially a competitive learning environment. The fact that most of her classmates'
parents are well-educated might further contribute to a culture that values academic
success.
Parental Involvement and Expectations: Emily's parents are involved in her education
and expect her to participate in multiple extracurricular activities. While parental
involvement can be beneficial, high expectations and a packed schedule can translate into
pressure to excel in all areas, both academic and extracurricular.
Peer Group Values: Emily's peer group highly values material wealth and social status.
This might create an indirect pressure to achieve academically as a means to attain future
success and maintain a certain social standing within the group. Excelling academically
could be seen as a way to gain approval and "fit in" with her peers who likely come from
similar socio-economic backgrounds.
Social Anxiety: Emily already struggles with social anxiety. This pre-existing condition
likely amplifies the pressure she feels to perform well and fit in. Her anxiety might stem
from a fear of judgment or failure in both academic and social situations, making the
expectations from school, parents, and peers feel even more overwhelming.
Limited Time for Play and Relaxation: Her parents' expectation for her to participate in
multiple activities leaves little time for play or relaxation. This lack of downtime can
increase stress levels and reduce her ability to cope with the pressures she faces. Without
sufficient time to unwind and engage in unstructured activities, Emily may feel
constantly "on" and under pressure to achieve.
In essence, Emily is navigating a high-achieving academic setting, coupled with involved parents
who have high expectations, a peer group focused on status, and her own social anxieties, all
while lacking sufficient time for the crucial stress-relievers of play and relaxation. These factors
converge to create a significant pressure to perform well at school.
