HED4814
ASSIGNMENT 2 2025
DUE: 30 JULY 2025 (MEMO)
,HED4814
ASSIGNMENT 2 205
Word Limit: 3000–3500 words
Due Date: 30 July 2025
QUESTION 1: DEVELOPMENTAL ANALYSIS (20 marks)
1a) Influence of Developmental Domains on Thabo’s Learning Experiences
(8 marks)
Physical Development.
Thabo’s daily fatigue despite being physically healthy likely reflects long commute times
and inconsistent access to electricity for rest and study (Unit 2: Developmental Phases
and Learning Theories). According to Tremblay et al. (2010), adequate sleep and regular
routines underpin concentration and motor coordination in adolescents. Thabo’s erratic
rest patterns may therefore impair his fine motor skills e.g. handwriting in History essays)
and his sustained attention during Science practicals (Tremblay et al., 2010).
Cognitive Development.
In Piaget’s formal operational stage (from -12 years), learners develop abstract reasoning
(Piaget, 1964). Thabo excels with concrete concepts in Mathematics and Life Sciences
but struggles with abstract thinking in English and History. This profile indicates he is
transitioning unevenly through Piaget’s stages, perhaps due to limited engagement with
decontextualised English texts at home. Piaget (1964) highlighted that mastery of formal
operations depends on opportunities to engage with hypothetical scenarios opportunities
that may be scarce in Thabo’s township environment (Moloi & Peter, 2020).
, Emotional Development.
Erikson’s stage of identity versus role confusion (adolescence) involves negotiating
self‑confidence and anxiety (Erikson, 1959). Thabo’s group confidence but test anxiety
suggests that while he gains self‑esteem through peer interactions, evaluative situations
trigger self‑doubt. Bandura’s self‑efficacy theory further explains that mastery
experiences e.g. past successes on group tasks) build confidence, whereas repeated test
struggles undermine it (Bandura, 1997.
Moral Development.
Kohlberg’s conventional level (ages 10–16) is characterised by concern for social
approval and rules (Kohlberg, 1981). Thabo’s strong social standing at school reflects
well‑developed conventional reasoning: he values peer acceptance and adheres to
school norms. However, conflicting home–school expectations may tax his moral
reasoning, forcing him to navigate divergent value systems e.g. strict home routines vs.
collaborative school culture, thereby impacting his engagement (Kohlberg, 1981).
1b) Cultural and Socio‑Economic Factors Shaping Thabo’s Development (8 marks)
Multilingualism and Sociocultural Capital
Fluency in Sepedi, isiZulu and English positions Thabo within Bourdieu’s framework of
linguistic capital (Bourdieu, 1991). Though his home languages offer cognitive flexibility
(Cummins, 2000), the dominance of English in Tshwane Secondary may lead to
“language dissonance,” where home‑based literacy practices conflict with school literacy
demands (Heugh, 2002). This tension can impede comprehension of abstract History
concepts taught in English.
Commute and Home Environment
ASSIGNMENT 2 2025
DUE: 30 JULY 2025 (MEMO)
,HED4814
ASSIGNMENT 2 205
Word Limit: 3000–3500 words
Due Date: 30 July 2025
QUESTION 1: DEVELOPMENTAL ANALYSIS (20 marks)
1a) Influence of Developmental Domains on Thabo’s Learning Experiences
(8 marks)
Physical Development.
Thabo’s daily fatigue despite being physically healthy likely reflects long commute times
and inconsistent access to electricity for rest and study (Unit 2: Developmental Phases
and Learning Theories). According to Tremblay et al. (2010), adequate sleep and regular
routines underpin concentration and motor coordination in adolescents. Thabo’s erratic
rest patterns may therefore impair his fine motor skills e.g. handwriting in History essays)
and his sustained attention during Science practicals (Tremblay et al., 2010).
Cognitive Development.
In Piaget’s formal operational stage (from -12 years), learners develop abstract reasoning
(Piaget, 1964). Thabo excels with concrete concepts in Mathematics and Life Sciences
but struggles with abstract thinking in English and History. This profile indicates he is
transitioning unevenly through Piaget’s stages, perhaps due to limited engagement with
decontextualised English texts at home. Piaget (1964) highlighted that mastery of formal
operations depends on opportunities to engage with hypothetical scenarios opportunities
that may be scarce in Thabo’s township environment (Moloi & Peter, 2020).
, Emotional Development.
Erikson’s stage of identity versus role confusion (adolescence) involves negotiating
self‑confidence and anxiety (Erikson, 1959). Thabo’s group confidence but test anxiety
suggests that while he gains self‑esteem through peer interactions, evaluative situations
trigger self‑doubt. Bandura’s self‑efficacy theory further explains that mastery
experiences e.g. past successes on group tasks) build confidence, whereas repeated test
struggles undermine it (Bandura, 1997.
Moral Development.
Kohlberg’s conventional level (ages 10–16) is characterised by concern for social
approval and rules (Kohlberg, 1981). Thabo’s strong social standing at school reflects
well‑developed conventional reasoning: he values peer acceptance and adheres to
school norms. However, conflicting home–school expectations may tax his moral
reasoning, forcing him to navigate divergent value systems e.g. strict home routines vs.
collaborative school culture, thereby impacting his engagement (Kohlberg, 1981).
1b) Cultural and Socio‑Economic Factors Shaping Thabo’s Development (8 marks)
Multilingualism and Sociocultural Capital
Fluency in Sepedi, isiZulu and English positions Thabo within Bourdieu’s framework of
linguistic capital (Bourdieu, 1991). Though his home languages offer cognitive flexibility
(Cummins, 2000), the dominance of English in Tshwane Secondary may lead to
“language dissonance,” where home‑based literacy practices conflict with school literacy
demands (Heugh, 2002). This tension can impede comprehension of abstract History
concepts taught in English.
Commute and Home Environment
