LIFE SKILLS: PERFORMING ARTS, VISUAL ART, MUSIC AND PHYSICAL
EDUCATION IN THE FOUNDATION PHASE
LSP1501
LSP1501 ASSIGNMENT 13 S2 2022
SECTION A – PERFORMING ARTS
QUESTION 1
Based on the activity in Assessment 12 (question 3) explain how you would use the
dramatisations developed and presented by learners to assess:
cognitive development
social development
emotional development
physical development
Cognitive development
Cognitive skills include the ability to understand, solve problems, reason, attend to basic tasks,
and memorise information. Young children develop cognitive skills by taking part in everyday
activities therefore it is important that they be assessed through the observation of those
activities.
In the scenario taking tadpoles for fish is a sign of a disability to observe because there a huge
difference between a fish and tadpoles. Exhibits under development of cognitive skills because
besides inability to distinguish tadpole from fish, keeps on checking the vase hoping tadpoles
will turn into fish.
Learning to play a musical instrument develops the brain’s executive functions, which allow
children to manage time and attention, organise their thoughts and self-regulate their behaviour.
Self-regulation is an umbrella term that refers to a range of processes in relation to the
regulation of attention, behaviour and emotions.
Bodily movements establish neurological connections which in turn forge the foundations for
language development. Learning songs and rhymes correlate with phonological awareness and
early reading skills. It helps learners to expand their vocabulary and helps them to express
themselves appropriately.
, Social development
From the way they coordinate themselves, how they accommodate one another when they form
a circle and move back into their positions they exhibit developed social skills. Child’s progress
determined by areas such as forming close and secure relationships, regulating and expressing
emotions ad showing empathy towards others which is evident from the scenario.
Dance provides them an opportunity to learn to work with others and develop a sensitivity for
the needs of others. Dance also encourages the development of emotional control.
Performing arts is a communication tool which creates pathways to create a bond and share
thoughts and emotions. When singing, dancing and playing together, they learn to share
attention and to cooperate and collaborate in a group. They learn how to interact with their
peers. They learn how to wait patiently, make friends, share toys and take care of and respect
others’ efforts. Children learn how to use the performing arts as a form of non-verbal
communication.
Emotional development
There is an emotional attachment expressed in forming a circle. Emotional development
involves learning what feelings and emotions are. Understanding how and why they happen,
recognizing own feelings and those of others, and developing effective ways for managing the
feelings.
Emotional development is a complex task that begins in infancy and continues to adulthood.
Emotional development also referred to as early childhood mental health, refers to children’s
emerging capacity to experience, regulate and express a range of emotions. Develop close
satisfying relationships with other children and adults. Emotional development reflects social
experience, including the cultural context. Through creative dance they develop intrapersonal
intelligence.
Performing arts teaches children to share their thoughts and emotions in an appropriate
manner. The performing arts have a strong affective force, which manifests itself when learners
succeed in forming a variety of emotional connections during classroom activities. They learn
emotional regulation and they are able to tolerate frustrations and adverse situations better.
Sharing a love for the performing arts creates an emotional bond between people. Children
learn to respect boundaries and observe social rules. Dramatic play allows for children to role-
play problematic situations. This way they can experience certain situations within the safety of
an imagined role.
EDUCATION IN THE FOUNDATION PHASE
LSP1501
LSP1501 ASSIGNMENT 13 S2 2022
SECTION A – PERFORMING ARTS
QUESTION 1
Based on the activity in Assessment 12 (question 3) explain how you would use the
dramatisations developed and presented by learners to assess:
cognitive development
social development
emotional development
physical development
Cognitive development
Cognitive skills include the ability to understand, solve problems, reason, attend to basic tasks,
and memorise information. Young children develop cognitive skills by taking part in everyday
activities therefore it is important that they be assessed through the observation of those
activities.
In the scenario taking tadpoles for fish is a sign of a disability to observe because there a huge
difference between a fish and tadpoles. Exhibits under development of cognitive skills because
besides inability to distinguish tadpole from fish, keeps on checking the vase hoping tadpoles
will turn into fish.
Learning to play a musical instrument develops the brain’s executive functions, which allow
children to manage time and attention, organise their thoughts and self-regulate their behaviour.
Self-regulation is an umbrella term that refers to a range of processes in relation to the
regulation of attention, behaviour and emotions.
Bodily movements establish neurological connections which in turn forge the foundations for
language development. Learning songs and rhymes correlate with phonological awareness and
early reading skills. It helps learners to expand their vocabulary and helps them to express
themselves appropriately.
, Social development
From the way they coordinate themselves, how they accommodate one another when they form
a circle and move back into their positions they exhibit developed social skills. Child’s progress
determined by areas such as forming close and secure relationships, regulating and expressing
emotions ad showing empathy towards others which is evident from the scenario.
Dance provides them an opportunity to learn to work with others and develop a sensitivity for
the needs of others. Dance also encourages the development of emotional control.
Performing arts is a communication tool which creates pathways to create a bond and share
thoughts and emotions. When singing, dancing and playing together, they learn to share
attention and to cooperate and collaborate in a group. They learn how to interact with their
peers. They learn how to wait patiently, make friends, share toys and take care of and respect
others’ efforts. Children learn how to use the performing arts as a form of non-verbal
communication.
Emotional development
There is an emotional attachment expressed in forming a circle. Emotional development
involves learning what feelings and emotions are. Understanding how and why they happen,
recognizing own feelings and those of others, and developing effective ways for managing the
feelings.
Emotional development is a complex task that begins in infancy and continues to adulthood.
Emotional development also referred to as early childhood mental health, refers to children’s
emerging capacity to experience, regulate and express a range of emotions. Develop close
satisfying relationships with other children and adults. Emotional development reflects social
experience, including the cultural context. Through creative dance they develop intrapersonal
intelligence.
Performing arts teaches children to share their thoughts and emotions in an appropriate
manner. The performing arts have a strong affective force, which manifests itself when learners
succeed in forming a variety of emotional connections during classroom activities. They learn
emotional regulation and they are able to tolerate frustrations and adverse situations better.
Sharing a love for the performing arts creates an emotional bond between people. Children
learn to respect boundaries and observe social rules. Dramatic play allows for children to role-
play problematic situations. This way they can experience certain situations within the safety of
an imagined role.
