Question 1

1.1 Sensory-motor skills involve the process of receiving information

through the five senses (see, hear, feel, smell, taste, and touch) and then
act in response to them through the movement of the body (behavior)
(Section 2.2 Page 12).

1.2 Operations refer to common-sense (or logical) principles or rules that

we use when we solve problems(Section 2.2 Page 12) .

1.3 Private speech Vygotsky thought that children learn about the
meaning of cultural views through social interaction with adults. Cognitive
development takes place when the child accepts and adopts the meaning
and views of their culture. Cultural and psychological signs/symbols and
tools are important in cognitive development. Cultural tools that improve
cognitive development are real objects such as sticks and stones,
clay, pens, paper and even mobile phones. These are things that come
from the day-to-day life of the child. Signs and symbols such as language,
mathematical systems (addition and subtraction), maps and artworks are
examples of psychological symbols and tools(Section 2.3 page 15).

1.4 Puberty This is the stage of physical maturity. The boy’s first nighttime
discharge and the girls first menstrual period mark the start of adulthood.
African societies use rituals to guide the child into the adult world. The
initiation ceremony indicates the changeover from childhood to
adulthood(Section 2.7 Page 22.

Question 2
1 D Section 2 Page 11
2 E Section 3 .1 Page 30
3 H Section 3.9 Page 50
4 A Section 2.4 Page 16
5 I Section 6.2.2 Page 70
6 C Section 2.8 Page 25
7 B Section 6.2.1 Page 66
8 K Section 3.6 Page 37
9 F Section 2.6 Page 19
10 G Section 3.6 Page 37
 Question 3

3.2
Aspect of development Sifiso’s development

Cognitive aspects  As a little boy Sifiso would

feed the chickens and fetch
eggs with his mother.
 He learned easily from the
older boys in the village. By
the age of six, he could name
all the village goats and would
notice quickly when one was

Moral aspects  He fed his brothers when his

mom was sick, and he always
takes care of their other
needs.
 he did not cry when she told
them that his mother had
passed away. His heart
turned heavy like a rock and
he could not breathe.
Social aspects  Sifiso plays soccer he scored
a goal for his team.
 He also plays with looked his
brothers and the other boys at
home.

Physical aspects  Sifiso was a clever boy and

was quick to crawl and walk
and talk.
 Even as a little boy he would
feed the chickens and fetch
eggs with his mother. He
learned easily from the older
boys in the village.
Emotional aspects  When his brothers mocked
him, He then became very
angry and frustrated and
shouted at them at the top of
his voice.
 He liked his teachers and his
friends.

3.3
Do you think that Sifiso’s development is not progressing
appropriately in all aspects and the reasons will be listed below.
 He doesn’t know the experience of being a child or playing
and being carefree like other children
 He always has to put others first.He is a parent to his
brothers.
 Sifiso is depressed, that’s why he couldn’t make new friends
or enjoy school when he moved to the city.
 Sifiso is from a poor family and does not access to
educational resources and good nutrition to reach his full
potential
  Sifiso gets no exercise and exercise keeps children healthy
and fights off diseases by strengthening the immune system,
especially if they play outside.

Question 4
1 D Section 2.2 Page 11
2 J Section 4.4.6 Page 48
3 E Section 3.3 Page 34
4 A Section 2,5 Page 15
5 I Section 6.2.4 Page 74
6 H Section 6.2.3 Page 75
7 B Section 6.2.2 Page 71
8 K Section 2.8 Page 26
9 G Section 2.1 Page 10
10 C Section 3.6 Page 36
 Question 5
5.1
Developmental Stages Afrocentric view of social
development
Pre-natal Begins at conception and
ends at the naming
ceremony.
Infant The naming ceremony:
History and circumstances
determine the name. The
name is inspiring, suggests
character, and shows
expectation.
Toddler Social priming such as
smiling, crying, teething and
sitting up proceeds.
Pre-schooler Introduction to social roles
and expected to recognize,
understand, and practice
social
roles.
Middle childhood Social introduction and
orientation.
Adolescent Preparation and training for
adulthood.
5.2
No Bathabile’s social development is Not according to her customs
and the reasons are listed below.
 She refused to go to the initiation school with other girls
 She did homework while other girls learned how to craft of
the community
 She was rebellious and challenged everything
Bathabile’s social
behavior
Began at conception
and ended at the
naming ceremony
She was named
Bathabile since her
mom believed she will
become a strong
woman
She started to walk,
challenged her parents
and watched everything
the people around her
do.
watched everything they
do the people around
her do. she was an
outspoken and strong-
willed child.
Socialized with family
Refused to go to
initiation school
  She wanted to empower women all over Africa to make their
own decisions and have their own voice
 She wanted to go to university

5.3 No-because Rethabile is all about empowering women and

giving women a voice of their own so she is thing about a group
and she is not self centered