HED4814
Assignment 2
Due 30 July 2025
,HED4814
Assignment 2
DUE 30 July 2025
Thabo Dlamini is a 15-year-old Grade 9 learner at Zwide High School in Gqeberha,
situated in a low-income township area. The school has limited resources, overcrowded
classrooms, and intermittent electricity and internet access. Thabo lives with her
grandmother, who is her primary caregiver, and two younger siblings. Her parents
passed away when she was very young. Although her grandmother is emotionally
supportive, she struggles financially and cannot assist with homework or access to
learning materials. Thabo speaks isiXhosa at home but uses English at school. She
enjoys learning and performs exceptionally well in subjects like Natural Sciences and
Creative Arts. However, she battles with attention difficulties during long lessons and
displays high stress before assessments. Despite these challenges, she actively
participates in school clubs and peer tutoring programs. Her environment limits quiet
study time, yet she finds motivation in group discussions and after-school enrichment
programs offered by a local NGO.
Section A: Developmental Impact Analysis
How do Thabo’s physical, cognitive, emotional, social, and environmental
circumstances shape her experiences and challenges as a learner?
Thabo Dlamini’s developmental context is shaped by a complex combination of
personal potential and systemic adversity. Her journey reflects how layered barriers and
support systems impact learner outcomes in under-resourced environments.
, Physical
Thabo enjoys good physical health, which supports school attendance and general
stamina. However, structural barriers such as overcrowded classrooms, lack of quiet
study space, and inconsistent electricity create sensory and cognitive overload.
These conditions hinder concentration, limit homework completion, and disrupt learning
continuity, particularly in the evenings. Studies show that such environmental stressors
can impair executive functioning and long-term memory consolidation.
Cognitive
Thabo performs exceptionally in Natural Sciences and Creative Arts, revealing strong
analytical and creative thinking abilities. These strengths point to well-developed
concrete operational skills and emerging abstract reasoning. However, her difficulty
maintaining attention during long, lecture-heavy lessons suggests delayed development
in sustained cognitive engagement, possibly related to contextual stress and a lack of
differentiated instruction.
Emotional
Thabo’s test anxiety likely reflects internalized pressure to succeed in the face of
hardship. She exhibits emotional resilience through her active participation in
enrichment programs and peer learning spaces. These emotionally affirming
environments counterbalance the emotional toll of her home situation and foster
motivation. The support from her grandmother also provides a crucial emotional anchor
despite limited academic involvement.
Social
Thabo thrives in socially interactive settings, such as school clubs and peer tutoring
groups. These activities boost her confidence, encourage a sense of purpose, and allow
her to exercise leadership. However, her responsibilities at home, particularly caregiving
for younger siblings, limit the time and energy she can devote to academic pursuits.
This balancing act creates stress and potential burnout.
Environmental
Thabo’s environment is both a challenge and a source of growth. She lives in a
township with limited infrastructure, which restricts access to basic educational tools.
Assignment 2
Due 30 July 2025
,HED4814
Assignment 2
DUE 30 July 2025
Thabo Dlamini is a 15-year-old Grade 9 learner at Zwide High School in Gqeberha,
situated in a low-income township area. The school has limited resources, overcrowded
classrooms, and intermittent electricity and internet access. Thabo lives with her
grandmother, who is her primary caregiver, and two younger siblings. Her parents
passed away when she was very young. Although her grandmother is emotionally
supportive, she struggles financially and cannot assist with homework or access to
learning materials. Thabo speaks isiXhosa at home but uses English at school. She
enjoys learning and performs exceptionally well in subjects like Natural Sciences and
Creative Arts. However, she battles with attention difficulties during long lessons and
displays high stress before assessments. Despite these challenges, she actively
participates in school clubs and peer tutoring programs. Her environment limits quiet
study time, yet she finds motivation in group discussions and after-school enrichment
programs offered by a local NGO.
Section A: Developmental Impact Analysis
How do Thabo’s physical, cognitive, emotional, social, and environmental
circumstances shape her experiences and challenges as a learner?
Thabo Dlamini’s developmental context is shaped by a complex combination of
personal potential and systemic adversity. Her journey reflects how layered barriers and
support systems impact learner outcomes in under-resourced environments.
, Physical
Thabo enjoys good physical health, which supports school attendance and general
stamina. However, structural barriers such as overcrowded classrooms, lack of quiet
study space, and inconsistent electricity create sensory and cognitive overload.
These conditions hinder concentration, limit homework completion, and disrupt learning
continuity, particularly in the evenings. Studies show that such environmental stressors
can impair executive functioning and long-term memory consolidation.
Cognitive
Thabo performs exceptionally in Natural Sciences and Creative Arts, revealing strong
analytical and creative thinking abilities. These strengths point to well-developed
concrete operational skills and emerging abstract reasoning. However, her difficulty
maintaining attention during long, lecture-heavy lessons suggests delayed development
in sustained cognitive engagement, possibly related to contextual stress and a lack of
differentiated instruction.
Emotional
Thabo’s test anxiety likely reflects internalized pressure to succeed in the face of
hardship. She exhibits emotional resilience through her active participation in
enrichment programs and peer learning spaces. These emotionally affirming
environments counterbalance the emotional toll of her home situation and foster
motivation. The support from her grandmother also provides a crucial emotional anchor
despite limited academic involvement.
Social
Thabo thrives in socially interactive settings, such as school clubs and peer tutoring
groups. These activities boost her confidence, encourage a sense of purpose, and allow
her to exercise leadership. However, her responsibilities at home, particularly caregiving
for younger siblings, limit the time and energy she can devote to academic pursuits.
This balancing act creates stress and potential burnout.
Environmental
Thabo’s environment is both a challenge and a source of growth. She lives in a
township with limited infrastructure, which restricts access to basic educational tools.
