HED4808
Assignment 4 PORTFOLIO 2025
Unique number:
Due Date: January 2026
SECTION A
QUESTION 1
1.1
Mr Nkosi’s experience and teaching strategies have a strong influence on how he responds
to the unexpected approach used by his learners. He has spent many years working with
teacher-centred and traditional teaching methods, and this history shapes the way he
understands learning. His instinct is to guide children towards a single correct method rather
than allowing alternative possibilities. This is common in classrooms where the teacher is
viewed as the only knowledge source. However, early years teaching requires pedagogies
that value active learning, exploration, and inquiry. In the early years, children learn best
when they are allowed to experiment with ideas, test their own thinking, and construct
meaning through doing and discovery. Play-based pedagogy, inquiry-based learning, and
constructivist approaches allow children to take risks, solve problems, and learn from
mistakes, which is essential at this developmental stage (Morrison, 2020).
In the bridge-building activity, the children show creativity, persistence, and collaborative
Terms of use
thinking. Instead of following the expected approach, they By making use
develop theirof own
this document you agree to:
design and
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
SECTION A
QUESTION 1
1.1
Mr Nkosi’s experience and teaching strategies have a strong influence on how he
responds to the unexpected approach used by his learners. He has spent many years
working with teacher-centred and traditional teaching methods, and this history shapes the
way he understands learning. His instinct is to guide children towards a single correct
method rather than allowing alternative possibilities. This is common in classrooms where
the teacher is viewed as the only knowledge source. However, early years teaching
requires pedagogies that value active learning, exploration, and inquiry. In the early years,
children learn best when they are allowed to experiment with ideas, test their own thinking,
and construct meaning through doing and discovery. Play-based pedagogy, inquiry-based
learning, and constructivist approaches allow children to take risks, solve problems, and
learn from mistakes, which is essential at this developmental stage (Morrison, 2020).
In the bridge-building activity, the children show creativity, persistence, and collaborative
thinking. Instead of following the expected approach, they develop their own design and
defend their reasoning. This reflects higher order thinking, which is encouraged by
exploratory teaching methods. When Mr Nkosi pauses and reflects, he begins to move
away from transmission-based teaching towards a more responsive style. A suitable
pedagogy for this level is emergent curriculum, where learning experiences are shaped by
children’s ideas and interests. This approach gives the teacher the role of guide while still
respecting children’s thinking. Research on early childhood learning demonstrates that
children’s cognitive development improves when their thinking strategies are taken
seriously and supported without interruption (Edwards, Gandini and Forman, 2014).
The experience encourages Mr Nkosi to shift towards a child-centred model where
learning is co-constructed. By doing so, he positions children as capable contributors in
the learning process, which is the foundation of quality early childhood pedagogy
(Department of Basic Education, 2022).
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
1.2
Mr Nkosi’s response to the lesson allows several conclusions to be drawn about his
approach to childhood and children’s agency. At the beginning, his reaction shows that he
expects young children to follow his instructions closely without questioning the task. This
reflects a traditional image of childhood where the teacher leads and the learner complies.
His attempt to redirect Ayanda’s group suggests he believes that meaningful learning
happens only when children use adult-approved methods. Many teachers with long
experience fall into routine patterns, which may not always align with current
understanding of how young children learn.
However, when he stops and reflects, he begins to recognise the value of the children’s
thinking. This shift reveals a growing appreciation of children as active decision makers
who hold valid ideas. His willingness to observe instead of control shows that he is
beginning to trust the learners’ ability to shape their own understanding. From this we can
conclude that his approach to childhood is changing from a traditional developmental
model towards a more modern, social constructivist view, where children are seen as
capable of reasoning, inventing, and leading learning experiences (Vygotsky, 1978).
His reflection also shows respect for children’s meaning-making. This aligns with the view
that childhood is not passive, but rather a stage of competence, participation, and
curiosity. He starts to acknowledge that agency is central in learning, and that young
children demonstrate learning through exploration rather than memorisation. It implies that
he recognises the need to adapt his teaching practice in order to match curriculum
changes and contemporary theories of childhood.
In conclusion, Mr Nkosi shows growth in his understanding of children’s agency. He is
moving towards a belief that children deserve space to express their designs, challenge
expected norms, and demonstrate their understanding in varied ways.
1.3
Child agency plays a vital role in developing creativity and independence in young
learners. When children are allowed to make decisions, explain ideas, and shape activities
according to their thinking, they develop confidence in their own judgement. Agency allows
children to take ownership of learning rather than relying only on teacher direction. This
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 4 PORTFOLIO 2025
Unique number:
Due Date: January 2026
SECTION A
QUESTION 1
1.1
Mr Nkosi’s experience and teaching strategies have a strong influence on how he responds
to the unexpected approach used by his learners. He has spent many years working with
teacher-centred and traditional teaching methods, and this history shapes the way he
understands learning. His instinct is to guide children towards a single correct method rather
than allowing alternative possibilities. This is common in classrooms where the teacher is
viewed as the only knowledge source. However, early years teaching requires pedagogies
that value active learning, exploration, and inquiry. In the early years, children learn best
when they are allowed to experiment with ideas, test their own thinking, and construct
meaning through doing and discovery. Play-based pedagogy, inquiry-based learning, and
constructivist approaches allow children to take risks, solve problems, and learn from
mistakes, which is essential at this developmental stage (Morrison, 2020).
In the bridge-building activity, the children show creativity, persistence, and collaborative
Terms of use
thinking. Instead of following the expected approach, they By making use
develop theirof own
this document you agree to:
design and
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
SECTION A
QUESTION 1
1.1
Mr Nkosi’s experience and teaching strategies have a strong influence on how he
responds to the unexpected approach used by his learners. He has spent many years
working with teacher-centred and traditional teaching methods, and this history shapes the
way he understands learning. His instinct is to guide children towards a single correct
method rather than allowing alternative possibilities. This is common in classrooms where
the teacher is viewed as the only knowledge source. However, early years teaching
requires pedagogies that value active learning, exploration, and inquiry. In the early years,
children learn best when they are allowed to experiment with ideas, test their own thinking,
and construct meaning through doing and discovery. Play-based pedagogy, inquiry-based
learning, and constructivist approaches allow children to take risks, solve problems, and
learn from mistakes, which is essential at this developmental stage (Morrison, 2020).
In the bridge-building activity, the children show creativity, persistence, and collaborative
thinking. Instead of following the expected approach, they develop their own design and
defend their reasoning. This reflects higher order thinking, which is encouraged by
exploratory teaching methods. When Mr Nkosi pauses and reflects, he begins to move
away from transmission-based teaching towards a more responsive style. A suitable
pedagogy for this level is emergent curriculum, where learning experiences are shaped by
children’s ideas and interests. This approach gives the teacher the role of guide while still
respecting children’s thinking. Research on early childhood learning demonstrates that
children’s cognitive development improves when their thinking strategies are taken
seriously and supported without interruption (Edwards, Gandini and Forman, 2014).
The experience encourages Mr Nkosi to shift towards a child-centred model where
learning is co-constructed. By doing so, he positions children as capable contributors in
the learning process, which is the foundation of quality early childhood pedagogy
(Department of Basic Education, 2022).
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
1.2
Mr Nkosi’s response to the lesson allows several conclusions to be drawn about his
approach to childhood and children’s agency. At the beginning, his reaction shows that he
expects young children to follow his instructions closely without questioning the task. This
reflects a traditional image of childhood where the teacher leads and the learner complies.
His attempt to redirect Ayanda’s group suggests he believes that meaningful learning
happens only when children use adult-approved methods. Many teachers with long
experience fall into routine patterns, which may not always align with current
understanding of how young children learn.
However, when he stops and reflects, he begins to recognise the value of the children’s
thinking. This shift reveals a growing appreciation of children as active decision makers
who hold valid ideas. His willingness to observe instead of control shows that he is
beginning to trust the learners’ ability to shape their own understanding. From this we can
conclude that his approach to childhood is changing from a traditional developmental
model towards a more modern, social constructivist view, where children are seen as
capable of reasoning, inventing, and leading learning experiences (Vygotsky, 1978).
His reflection also shows respect for children’s meaning-making. This aligns with the view
that childhood is not passive, but rather a stage of competence, participation, and
curiosity. He starts to acknowledge that agency is central in learning, and that young
children demonstrate learning through exploration rather than memorisation. It implies that
he recognises the need to adapt his teaching practice in order to match curriculum
changes and contemporary theories of childhood.
In conclusion, Mr Nkosi shows growth in his understanding of children’s agency. He is
moving towards a belief that children deserve space to express their designs, challenge
expected norms, and demonstrate their understanding in varied ways.
1.3
Child agency plays a vital role in developing creativity and independence in young
learners. When children are allowed to make decisions, explain ideas, and shape activities
according to their thinking, they develop confidence in their own judgement. Agency allows
children to take ownership of learning rather than relying only on teacher direction. This
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
