PED3701
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 30 JULY 2025
, PED3701 ASSIGNMENT 2 2025
Introduction
This assignment presents an in-depth analysis of a South African learner, Thabo
Molefe, whose developmental profile and contextual challenges reflect complex
educational realities in post-apartheid society. The analysis engages developmental
psychology, learning theory, and problem-based learning frameworks, while
incorporating inclusive, strength-based, and culturally responsive practices.
Question 1: Developmental Analysis (20 marks)
a) Evaluation of Developmental Domains Influencing Thabo’s Learning (8 marks)
Physical: Thabo is physically healthy and active, but frequent fatigue—likely due to
long commutes—impacts concentration and academic endurance. Fatigue can hinder
working memory, attention span, and executive functioning during school hours
(Woolfolk, 2019).
Cognitive: Thabo performs well with concrete tasks (Maths, Life Sciences) but
struggles with abstract thinking, essential in subjects like English and History. Piaget’s
theory suggests he is transitioning from concrete operational to formal operational
thought (Berger, 2022). His uneven development necessitates scaffolding.
Emotional: Thabo is confident socially but test anxiety indicates difficulty with emotional
regulation. Anxiety impairs test performance and undermines self-efficacy (Bandura,
1997). Supportive interventions are needed to manage academic stress.
Social: He is well-liked among peers, suggesting healthy peer relations. However, he
faces role conflict between home and school expectations, potentially causing stress
and identity confusion (Erikson, 1968).
ASSIGNMENT 2 2025
UNIQUE NO.
DUE DATE: 30 JULY 2025
, PED3701 ASSIGNMENT 2 2025
Introduction
This assignment presents an in-depth analysis of a South African learner, Thabo
Molefe, whose developmental profile and contextual challenges reflect complex
educational realities in post-apartheid society. The analysis engages developmental
psychology, learning theory, and problem-based learning frameworks, while
incorporating inclusive, strength-based, and culturally responsive practices.
Question 1: Developmental Analysis (20 marks)
a) Evaluation of Developmental Domains Influencing Thabo’s Learning (8 marks)
Physical: Thabo is physically healthy and active, but frequent fatigue—likely due to
long commutes—impacts concentration and academic endurance. Fatigue can hinder
working memory, attention span, and executive functioning during school hours
(Woolfolk, 2019).
Cognitive: Thabo performs well with concrete tasks (Maths, Life Sciences) but
struggles with abstract thinking, essential in subjects like English and History. Piaget’s
theory suggests he is transitioning from concrete operational to formal operational
thought (Berger, 2022). His uneven development necessitates scaffolding.
Emotional: Thabo is confident socially but test anxiety indicates difficulty with emotional
regulation. Anxiety impairs test performance and undermines self-efficacy (Bandura,
1997). Supportive interventions are needed to manage academic stress.
Social: He is well-liked among peers, suggesting healthy peer relations. However, he
faces role conflict between home and school expectations, potentially causing stress
and identity confusion (Erikson, 1968).
