CDE3701 ASSIGNMENT 3 2026

Child development (birth to 9) - CDE3701 Assignment 3 2026; 100 % TRUSTED workings, Expert Solved, Explanations and Solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... QUESTION 1 (25 marks) 1.1 Discuss how the concept of protective factors, as discussed by Masten et al (2011), relates to children's resilience. (3 marks) 1.2 Create a mind map in which you identify three characteristics that form part of the protective factors that strengthen the resilience of children (Masten et al, 2011) and give an example of each. Consult the rubric below to answer this question based on the mark allocation. (10 marks) RUBRIC: QUESTION 1.1 – PROTECTIVE FACTORS CHARACTERISTICS MIND-MAP Criteria Description Mind map title Clear title for mind map Mark allocation 2 marks Number of protective factor characteristics Three characteristics are clearly listed. 3 marks (1 mark for each characteristic) Relevant examples Three examples are provided of each characteristic. Examples must be realistic and clearly linked to the characteristics of the protective factor. 3 marks (1 mark for each relevant example per characteristic) Organisation and mind map format TOTAL 2 marks Information is presented neatly in a mind map with headings. 10 marks 4 lOMoARcPSD| CDE3701/ASSESSMENT 3/2026 1.3 Discuss how neighbourhood quality (such as safety, clean air and low violence) influences children's emotional and social development. (2 marks) 1.4 According to Louw and Louw (2014), explain how culture can function as a protective factor in strengthening children's resilience. (2 marks) 1.5 Explain why positive self-esteem is considered an important personal protective factor in child development. (2 marks) 1.6 Discuss how access to recreational centres and after-school programmes could support the resilience of a child living in a high-risk environment. (2 marks) 1.7 Explain how family characteristics contribute to a stable and supportive home environment. 1.8 Discuss how personal characteristics may strengthen a child's resilience. QUESTION 2 (2 marks) (2 marks) (25 marks) 2.1 Design a table illustrating the five different systems in relation to the importance of context in child development that children interact with. Your table should include the name of each system and an example for each system. (15 marks) 5 oaded_by 6 RUBRIC: QUESTION 3.1 – DIFFERENT SYSTEMS: CONTEXT IN CHILD DEVELOPMENT TABLE Criterion Excellent (Full marks) Satisfactory (Partial marks) Limited / Inadequate Marks Identification of the five systems All five systems are correctly identified and clearly named. Four systems are correctly identified. Fewer than four systems are identified, or the systems are incorrectly named. 5 marks Accuracy of examples Each system includes a clear, accurate and relevant example showing how the child interacts within that system. Most examples are relevant, but one or two lack clarity or precision. Examples are vague, incorrect or not linked to the correct system. 5 marks Understanding of context in child development Examples clearly demonstrate how context influences child development across different systems. Some indication of contextual influence, but the explanation is superficial. Little or no understanding of the role of context is shown. 3 marks Table structure and presentation Information is presented in a well organised table with clear headings and logical layout. The table is present, but the layout or headings are unclear. The table format is poorly structured or missing. 2 marks Total 15 marks 2.2 In a well-structured 250-word paragraph, report on the five different systems in relation to the importance of context in child development with which children interact. Your discussion should include both positive and negative implications. (10 marks) oaded_by lOMoARcPSD| QUESTION 3 lOMoARcPSD| CDE3701/ASSESSMENT 3/2026 (25 marks) 3.1 Create a one-page podcast story cover, including two main characters for a children's story for a digital storytelling podcast episode for children ages four to ten years old, using a theme of your choice. Use the rubric below to guide your content creation, following the mark allocations. (15 marks) ASSESSMENT RUBRIC: CHILDREN'S STORY COVER PLANNING 4 3 1 Title 2 1 0 TOTAL MARKS 2 2 Characters 4 3 Setting and plot 3 4 Theme 2 4 Language use 2 5 Diversity and inclusion TOTAL MARKS 2 15 3.2 List five differentiated prediction questions that you would ask at the beginning of the story before listening to the podcast episode based on the cover you have created in question 3.1. (10 marks) 7 oaded_by 8 QUESTION 4 (25 Marks) CASE STUDY: CASE STUDY Read the case study and the picture below, then answer the questions that follow. In July 2024, a tragic road accident in South Africa claimed the lives of twelve school children and their driver when an overloaded school transport vehicle was involved in a fatal crash. The incident occurred in a context where informal and poorly regulated scholar transport systems are widely used by children from low-income communities. These systems often operate without adequate vehicle maintenance, trained drivers, or enforcement of safety regulations. Media coverage and public commentary highlighted not only the immediate loss of life, but also the broader structural inequalities that normalise such risks for poor children. This case exposes intersecting issues of poverty, race, infrastructure failure, and policy neglect. Despite existing road safety laws and learner transport guidelines, enforcement remains weak in marginalised communities. The children’s daily commute to school is an act tied to hope, aspiration, and the constitutional right to quality education as noted by Sustainable Development Goal 4 (SDG4), yet it has become a site of extreme vulnerability. Public responses revealed a troubling social desensitisation: similar overloaded vehicles continue to operate, indicating limited accountability and systemic disregard for repeated warnings and community grief. For early childhood and foundation phase teachers, this tragedy highlights that learning does not begin at the school gate. Children’s safety, dignity, and emotional well-being are shaped by broader social systems beyond the classroom. Teachers, school leaders, and policymakers must recognise transport safety as a child protection issue. The case also raises ethical questions about whose lives are afforded urgency and protection, and how structural violence manifests in everyday educational access. oaded_by lOMoARcPSD| lOMoARcPSD| CDE3701/ASSESSMENT 3/2026 Source: @including_society Retrieved from: (21 January 2026) Accessibility description of the above picture: A screenshot of an Instagram post from the account including society shows a news article headline reading, “A dozen school kids and their driver die in horror crash,” dated 10 July 2024 and credited to Drum Digital. Below the headline is a distressing photograph of a damaged vehicle at a crash site, with a human body covered by a silver emergency blanket lying on the ground next to the vehicle. The image is partially obscured by a red banner indicating that only subscribers can listen to the article audio. The post interface includes social media icons for likes, comments, sharing, and saving, with visible engagement counts. he overall tone of the image is sad and highlights a tragic loss of life involving school children. 9 oaded_by lOMoARcPSD| 4.1 4.2 4.3 4.4 Identify and explain two contextual factors that contributed to the unsafe school transport conditions described in the case study. (6 marks) Explain how unsafe daily travel to school may affect children’s emotional well-being and readiness to learn in the early childhood and foundation phase. (4 marks) Discuss how poverty and structural inequality overlap to place children from low income communities at greater risk in accessing education safely. (4 marks) Discuss how you would feel if you were told by the school principal that one of the learners who passed away in the above case study accident was a learner in your class (5 marks) 4.5 Explain how grief affects the classroom learning environment for both the teacher and learners based on the case study above. (3 marks) 4.6 Using the case study, explain two ways early childhood or foundation phase teachers can advocate for children’s safety beyond the classroom. (3 marks) [TOTAL: 100 Marks]