EDT101G EXAM PACK 2022/2023
1
EDT101G
CHILD DEVELOPMENT
Question 1
1.1 Name and briefly explain the four grammatical components of language (12)
Phenology
The basic sounds used in any spoken language are called phonemes.
The contrasting sounds occur in a specific order: one consonant le...
1.1 Name and briefly explain the four grammatical components of language (12)
Phenology
The basic sounds used in any spoken language are called phonemes.
The contrasting sounds occur in a specific order: one consonant leads to the forming
of a contrasting consonant.
Example:
“pot” becomes “po” and “dog” becomes “do”
Morphology
The smallest unit of sound that has meaning is called a morpheme.
Morphemes are combined to form meaningful words.
Syntax
Syntax concerns the customary arrangement of words in phrases and sentences in a
language to form grammatically correct sentences.
It deals with the ways words are strung together or ordered into phrases and
sentences.
Semantics
Semantics refers to the meaning attached to words and includes a large variety of
language elements such as vocabulary, the ability to define and to categorise, the
identification of synonyms, antonyms, absurdities and ambiguities.
The semantic or meaning value of language makes thinking and thought processes
possible.
1.2 In tabular form, name four characteristics of a child with a positive self-concept
and four characteristics of a child with a negative self-concept. (8)
Positive self-concept Negative self-concept
The child is proud of his The child appears unsure and
achievements experience a definite sense of
Takes responsibility insecurity
Acts independently Has little confidence in his own
Tolerates frustrations abilities and seldom takes risks
Feels capable of influencing others Expectations of his own
Exhibits a broad spectrum of feelings achievements are lower than his
and emotions potential
Expects to be rejected by others
Sometimes is excessively anxious
Often has a poor self-image
,1.3 List five manifestations (signs/actions) of problems with spoken language (5)
The child’s family often encourage the creation of a separate vocabulary, for example
walkies instead of walk.
The child substitute words that cannot be “found” or pronounced by repeating word
such as stuff or things.
The volume of his voice is unnaturally loud and shrill or soft and indistinct.
He may be able to use a word correctly in isolation but not in the context of a
sentence.
He displays a general paucity of vocabulary. He avoids the use of adjectives in
speech or uses only two or three word sentences.
The child cannot correctly repeat words or sounds said – that is, he cannot associate
the auditory stimulus with the motor action that accompanies sound production.
The young child’s language reflects a poor concept of time – concepts of time and
space are only fully understood by the age of nine.
Question 2
2.1 Fantasy play plays an important role in the young child’s cognitive, language and
socio-emotional development. Briefly discuss how parents and teachers can promote
this at home and in school. (10)
Support fantasy play by providing the necessary media and accessories, but never
try to force it.
Give the child full control of his fantasy play – both in its direction and progression.
Resist the temptation to interfere or to be prescriptive.
Use fantasy play yourself in your daily dealings with the child. For example, if he is
not eager to clean up, find some “pirates” to put the “golden nuggets” in the “secret
treasure chest”.
Quietly encourage children who are new to the group, or who are less sociable, to
become involved in the fantasy play of the other children. For example, give such a
child a fire-fighter’s hat and see how his confidence soars when a “fire” suddenly
breaks out in the “circus tent”.
Fantasy play does not have to be real. Animals may talk, or ice cream be served for
breakfast – what does it matter? This is a time for children to alter reality and express
their anxieties and wishes.
Provide enough accessories for various themes the child can apply in his fantasy
play, for example, hats, plastic food, suitcases, stethoscopes, beach towels or a cash
register.
Challenge the child to extend his fantasy play by, for instance, adding more realistic
toys to the collection so that the child must select other items to substitute in his play.
2.2 What criteria would you use to determine whether a young child in your age group
is gifted? (5)
The child’s IQ
Cognitive functions such as attention and memory
Language skill
Affective skills, such as self-concept and motivation
, Social cognition and skill in interacting with others
Family interaction
Environment
Demographic factors.
Question 3
3.1 Piaget divided human cognitive development into four periods. Discuss the
sensorimotor period under the following stages
3.1.1 Reflexive schemes (3)
The neonate experiences the surrounding word through his senses of comfort or
discomfort.
His first month of life is occupied by activities such as crying, sucking and variations
in the rhythm of breathing.
These reflexive movements lay the groundwork for further development in that
schemes will later develop from them.
Repetitive reflexive movements, supported by neurological and physical maturation,
form the beginning of learning.
3.1.2 Primary circular reactions (3)
This stage stats when inborn reflexes begin to change into learnt habits through
experience.
When the infant’s behaviour accidentally results in an interesting outcome, he tries to
repeat it.
The first signs of imitation can be seen.
Eye-hand coordination begins to emerge as an essential development achievement.
Curing this phase of development, a foundation is being laid for the concepts of
causality and time and space.
3.1.3 Secondary circular reactions (3)
The child now begins to include the use of external objects in his behaviour.
Behaviour is directed toward retention in order to ensure that a sequence of events
lasts: he will immediately repeat an accidental movement which has produced a
sound; for example he will drop the toy again.
The initial reflexes are now replaced with conscious movements.
Sensorimotor skills, for example visual skills are combined and stored in his set of
experiences and thus form a scheme.
Qualitative and quantitative concepts are also formed during this stage.
Behavioural patterns become evident and behaviour no longer just happens.
3.1.4 Coordination of secondary schemes (3)
Opportunities for increased experimentation are facilitated by infant’s greater
mobility.
He becomes aware of the continued existence of an object even though he can no
longer see it.
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