1.1 Vygotsky believes cognitive development happens via social learning, and that
it is inseparable from a person's social-cultural context. Based on the cultural
environment of the parent, the strategies provided would be different. Social
constructivism maintains that learning is based on real life adaptive problem
solving which takes place in a social manner through shared experience and
discussion with others such that new ideas are matched against existing
knowledge and the learner adapts rules to make sense of the world.
Vygotsky’s theory of sociocultural learning highlights the role of social and
cultural relationship play in the learning process. Vygotsky’s theory states that
knowledge is co-constructed and that individuals learn from one another.
It is called a social constructivist theory because in Vygotsky’s opinion the
learner must be engaged in the learning process. Learning happens with the
assistance of other people, thus contributing the social aspect of the theory. A
fundamental aspect of Vygotsky’s theory is the Zone of Proximal Development.
This is a “range of tasks that are too difficult for an individual to master alone
but can be mastered with the aid or guidance of adults or more-skilled peers
(Vygotsky, 1962).” Another part of this theory is scaffolding, which is giving the
learner the right amount of assistance at the right time. If the learner can
perform a task with some assistance, then he or she is closer to mastering it.
Yes, I agree with his view because instead of teachers dictating meaning to
learners for future performance, they should join forces with learners to create
meaning in ways that learners can make their own (Hausfather,1996).
1.2 There are various factors that influence curriculum implementation like
economic, social, and political forces, the learners, resource materials and
facilities, the teacher, the school environment, culture and ideology,
instructional supervision, and assessment. Education and Curriculum are
influenced by both social, community and families, and political, school board
to federal government, factors. These influences are good and bad. They can
hold the education system accountable, but it can also ruin the work being
done. These influences can work together and separately
, Influences from South Africa’s political context
Those in power tend to permit education a “flavour and form” that contemplate
their interests. Political changes in South Africa have been focused on removing
the legacies of the past apartheid regime, in particular segregation and
inequality. Democracy has also found its way into school structures, and
governance is now in the hands of the school community: the parents, teachers,
and learners. This signals a move away from the highly centralized, tightly
controlled bureaucratic system of the past to a more open, flexible, democratic,
and participatory system. Schools are central to building a new culture of
tolerance in South Africa. One way in which this can be achieved is by:
➢ Building more democratic and participatory structures.
➢ Another way might be through teaching learners the skills and attitudes that
will enable them to participate critically, promote tolerance of differences,
eliminate prejudices, and promote respect.
We have seen that our past teaching practices were aimed at learning intended
to achieve a particular result and be promoted, while outcomes-based
educationbased attainment on whether outcomes are achieved. In future,
traditional modes might be combined with objective-driven or content-based
education. All of these will be determined by the acceptance of approaches in the
educational environment and the roles that teachers and learners should play in
the teachinglearning environment.
Influences from South Africa’s social context.
The following social structures In SA have had a powerful impact on the
South African curriculum
➢ The changing economic relations in the transition from an agrarian to an
industrial economy
➢ The shifting power relations both within and between power groups related to
the economic changes
➢ The shifts in ruling-group ideology necessitated by and contributing to the
changes.
The South African education system encourages learners to develop tolerance
and understanding for people who are different from themselves. The social aim
it is inseparable from a person's social-cultural context. Based on the cultural
environment of the parent, the strategies provided would be different. Social
constructivism maintains that learning is based on real life adaptive problem
solving which takes place in a social manner through shared experience and
discussion with others such that new ideas are matched against existing
knowledge and the learner adapts rules to make sense of the world.
Vygotsky’s theory of sociocultural learning highlights the role of social and
cultural relationship play in the learning process. Vygotsky’s theory states that
knowledge is co-constructed and that individuals learn from one another.
It is called a social constructivist theory because in Vygotsky’s opinion the
learner must be engaged in the learning process. Learning happens with the
assistance of other people, thus contributing the social aspect of the theory. A
fundamental aspect of Vygotsky’s theory is the Zone of Proximal Development.
This is a “range of tasks that are too difficult for an individual to master alone
but can be mastered with the aid or guidance of adults or more-skilled peers
(Vygotsky, 1962).” Another part of this theory is scaffolding, which is giving the
learner the right amount of assistance at the right time. If the learner can
perform a task with some assistance, then he or she is closer to mastering it.
Yes, I agree with his view because instead of teachers dictating meaning to
learners for future performance, they should join forces with learners to create
meaning in ways that learners can make their own (Hausfather,1996).
1.2 There are various factors that influence curriculum implementation like
economic, social, and political forces, the learners, resource materials and
facilities, the teacher, the school environment, culture and ideology,
instructional supervision, and assessment. Education and Curriculum are
influenced by both social, community and families, and political, school board
to federal government, factors. These influences are good and bad. They can
hold the education system accountable, but it can also ruin the work being
done. These influences can work together and separately
, Influences from South Africa’s political context
Those in power tend to permit education a “flavour and form” that contemplate
their interests. Political changes in South Africa have been focused on removing
the legacies of the past apartheid regime, in particular segregation and
inequality. Democracy has also found its way into school structures, and
governance is now in the hands of the school community: the parents, teachers,
and learners. This signals a move away from the highly centralized, tightly
controlled bureaucratic system of the past to a more open, flexible, democratic,
and participatory system. Schools are central to building a new culture of
tolerance in South Africa. One way in which this can be achieved is by:
➢ Building more democratic and participatory structures.
➢ Another way might be through teaching learners the skills and attitudes that
will enable them to participate critically, promote tolerance of differences,
eliminate prejudices, and promote respect.
We have seen that our past teaching practices were aimed at learning intended
to achieve a particular result and be promoted, while outcomes-based
educationbased attainment on whether outcomes are achieved. In future,
traditional modes might be combined with objective-driven or content-based
education. All of these will be determined by the acceptance of approaches in the
educational environment and the roles that teachers and learners should play in
the teachinglearning environment.
Influences from South Africa’s social context.
The following social structures In SA have had a powerful impact on the
South African curriculum
➢ The changing economic relations in the transition from an agrarian to an
industrial economy
➢ The shifting power relations both within and between power groups related to
the economic changes
➢ The shifts in ruling-group ideology necessitated by and contributing to the
changes.
The South African education system encourages learners to develop tolerance
and understanding for people who are different from themselves. The social aim
