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MODULE NAME: MODULE CODE:

CHILD DEVELOPMENT CDLT6211

ASSESSMENT TYPE: ASSIGNMENT 1 (PAPER ONLY)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: 10 HOURS

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:

1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Any assignment with a similarity index of more than 25% will be scrutinised for
plagiarism. Please ensure you attach an originality report to your assignment if required.
3. Make a copy of your assignment before handing it in.
4. Assignments must be typed unless otherwise specified.
5. All work must be adequately and correctly referenced.
6. Begin each section on a new page.
7. Follow all instructions on the assignment cover sheet.
8. This is an individual assignment.

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Referencing Rubric

Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high- (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage – the student’s work contains five or more
a maximum of ten percent being deducted from the percentage errors listed in the major errors column in the table below.
awarded, according to the following guidelines. Please note,
however, that evidence of plagiarism in the form of copied or If both minor and major errors are indicated, then 10% only (and
uncited work (not referenced), absent reference lists, or not 5% or 15%) is deducted from the overall percentage. The
exceptionally poor referencing, may result in action being taken in examples provided below are not exhaustive but are provided to
accordance with The IIE’s Intellectual Integrity Policy (0023). illustrate the error

Required: Minor errors in technical correctness of Major errors in technical correctness of referencing
Technically correct referencing referencing style style
style Deduct 5% from percentage awarded Deduct 10% from percentage awarded
Consistency Minor inconsistencies. Major inconsistencies.
• The referencing style is generally • Poor and inconsistent referencing style used in-
• The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in-text changes in the format of in-text • Multiple formats for the same type of referencing
references and in the referencing and/or in the bibliography. have been used.
bibliography/reference list. • For example, page numbers for direct • For example, the format for direct quotes (in-text)
quotes (in-text) have been provided for and/or book chapters (bibliography/ reference
one source, but not in another instance. list) is different across multiple instances.
Two book chapters (bibliography) have
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors. • The referencing format is incorrect.
• Referencing format is • The correct referencing format has been • Concepts and ideas are typically referenced, but a
technically correct throughout consistently used, but there are one or reference is missing from small sections of the
the submission. two errors. work.
• Concepts and ideas are typically • Position of the references: references are only
• Position of the reference: a referenced, but a reference is missing given at the beginning or end of large sections of
reference is directly associated from one small section of the work. work.
with every concept or idea. • Position of the references: references • For example, incorrect author information is
are only given at the beginning or end of provided, no year of publication is provided,
• For example, quotation marks, every paragraph. quotation marks and/or page numbers for direct
page numbers, years, etc. are • For example, the student has incorrectly quotes missing, page numbers are provided for
applied correctly, sources in presented direct quotes (in-text) and/or paraphrased material, the incorrect punctuation is
the bibliography/reference list book chapters (bibliography/reference used (in-text); the bibliography/reference list is
are correctly presented. list). not in alphabetical order, the incorrect format for
a book chapter/journal article is used, information
is missing e.g. no place of publication had been
provided (bibliography); repeated sources on the
reference list.
Congruence between in-text Generally, congruence between the in- A lack of congruence between the in-text
referencing and bibliography/ text referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors. • No relationship/several incongruencies between
• There is largely a match between the the in-text referencing and the
• All sources are accurately sources presented in-text and the bibliography/reference list.
reflected and are all accurately bibliography. • For example, sources are included in-text, but not
included in the bibliography/ • For example, a source appears in the in the bibliography and vice versa, a link, rather
reference list. text, but not in the bibliography/ than the actual reference is provided in the
reference list or vice versa. bibliography.
In summary: the recording of In summary, at least 80% of the sources In summary, at least 60% of the sources are
references is accurate and are correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography:
........................................................................................................................................................................................................................................................................................

........................................................................................................................................................................................................................................................................................

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Assignment Background
The purpose of this module is to lay the foundation for your work with children as a future
educator. In order for you to successfully interact with children, you first need to understand how
they develop and what internal and external influences there are that can affect their
development. You are encouraged to thoroughly study the theory provided for in this module.
This assignment offers you the opportunity to do research in the field of child development and to
engage with and apply the theories that are covered in this module to a case study.

Instructions
Revise Learning Unit 1 to 2 of this module. You will require a minimum of four additional
resources to complete the assignment effectively. Ensure that you complete all the questions
below and that you include the required referencing at the end of your assignment.

Question 1: An introduction to Developmental Psychology (Marks: 30)

You have recently been employed by a very prestigious private school. The school will be hosting a
regional training session for all the educators in the area and you have been approached to assist
with the organisation of the conference. You have been asked to create an information leaflet that
will provide a brief background of Developmental Psychology. Your information leaflet should not
exceed two pages, it should contain at least two relevant images and make use of at least two
additional resources.

Each of the following subheadings should be addressed in your information leaflet:

• Provide a brief definition of Developmental Psychology in your own words (5).
• Discuss the significance of Nature vs. Nurture in child development (5).
• Discuss the importance of having knowledge and understanding the field of child
development as an educator (8).
• Briefly discuss the history of developmental ideas (6).
• Marks will be allocated for the format, design and academic writing of your leaflet (6).

Refer to the attached rubric that will be used to mark Question 1. Ensure that you are well aware
of how marks will be allocated and that you adhere to the criteria for each category.

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Question 2: Theories of Development (Marks: 40)

The purpose of developmental psychology is to rationalise the way in which children develop into
adults. There are four broad categories of theories on development: biological views,
psychodynamic views, the behaviourist paradigm and cognitive development and learning.

Carefully study the case study below and answer the questions that follow. Ensure that you use at
least three additional resources, other your prescribed textbook.

Melissa is a five-year-old girl. She is usually a mild-mannered child and really enjoys watching
television. She especially enjoys playing dress-up and acting out scenes from her favourite
movie, Frozen. She drives her parents insane with the amount of times that she wants to watch
the movie. She especially enjoys pretending to be Princess Elsa and gets the entire family
involved in her fantasy-based playing. During the December holiday period, load-shedding
(switching off of electricity sporadically for a certain amount of time) was implemented.
Melissa cannot grasp the concept of not having electricity and not being able to watch her
favourite movie. Whenever the power is switched off, she throws a terrible temper tantrum
and refuses to play with any of her siblings.

Based on the case study and taking into consideration the Theories of Development, discuss each
of the following points in a short academic essay format:
• Determine in which stage of Erikson’s psychosocial development Melissa is likely in. Provide
reasons for your answer (15):
o Discuss key features of this stage by referring to examples in the case study;
o Ensure that you make mention of the crisis that is usually experienced during this
stage and how it will be resolved.
• Determine in which stage of Piaget’s Stages theory Melissa finds herself in. Provide reasons
for your answer (15):
o Discuss the key features of this stage by referring to examples in the case study;
o Ensure that you carefully consider each aspect of this stage.
• Identify the similarities and differences between Erikson and Piaget’s theories (10).

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Question 3: Cognitive Development (Marks: 30)

It is important for educators to understand all aspects of child development. It is important to
look at the different theories in relation to Cognitive Development and Learning and understand
how they relate to the classroom setting. In the previous question you addressed Piaget’s theory,
for Question 3 you will be looking at Vygotsky’s theory.

Discuss Vygotsky’s socio-cultural theory, paying special attention to the Zone of Proximal
Development and discuss why Vygotsky’s theory is relevant to the South African context (consider
the socio-economy of the majority of South Africa). Ensure you include in the discussion:
• Explain of Vygotsky’s socio-cultural theory.
• Explain the Zone of Proximal Development.
• Explain how the theory is relevant to the South Africa classroom.

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Appendix A

Assessment Sheet (Marking Rubric)

Please note: Tear off this section and attach it to your work when you submit it.

MODULE NAME: MODULE CODE:

CHILD DEVELOPMENT CDLT6211

STUDENT NAME:
STUDENT NUMBER:

Levels of Achievement
Question 1 Feedback
Poor Developing Good Excellent
The student provided a comprehensive, clear definition of
0 1—2 3—4 5
developmental psychology in his/ her own words.

The student illustrates an in-depth understanding of

0 1—2 3—4 5
Nature vs. Nurture in the field of child development.

The student has a well-structured argument for the

significance of understanding child development for 0—2 3—4 5—6 7—8
educators.

The student provides a comprehensive overview of the

history of developmental ideas within the field of 0 1—2 3—4 5—6
developmental psychology.

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Levels of Achievement
Question 1 Feedback
Poor Developing Good Excellent

The student has a well-structured leaflet. The leaflet has

an appealing layout and at least two additional resources 0 1—2 3—4 5—6
were used and at least two relevant images are included.

QUESTION: 1 SUBTOTAL /30

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Appendix B

Assessment Sheet (Marking Rubric)

Please note: Tear off this section and attach it to your work when you submit it.

MODULE NAME: MODULE CODE:

CHILD DEVELOPMENT CDLT6211

STUDENT NAME:
STUDENT NUMBER:

Levels of Achievement
Question 2 Feedback
Poor Developing Good Excellent
The student correctly identified the stage of Erikson’s development
and provided sound answers for the choice of stage. The student
discussed the key features of the stage by continuously referring to
examples from the case study. The crisis within the stage is 0—3 4—6 7—11 12—15
discussed comprehensively and the student managed to incorporate
additional resources to illustrate an in-depth understanding of the
relevant stage.
The student correctly identified the stage of Piaget’s Stages Theory
and provided sound answers for the choice of stage. The student
correctly discussed the key features of the stage by continuously
0—3 4—6 7—11 12—15
referring to examples from the case study. Each aspect of the stage
is carefully considered by incorporating additional resources. The
student illustrates an in-depth understanding of the stage.

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Levels of Achievement
Question 2 Feedback
Poor Developing Good Excellent
The student successfully identified the similarities and differences
0—2 3—4 5—7 8—10
between Erikson and Piaget’s theories.
QUESTION 2: SUBTOTAL /40

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Appendix C

Assessment Sheet (Marking Rubric)

Please note: Tear off this section and attach it to your work when you submit it.

MODULE NAME: MODULE CODE:

CHILD DEVELOPMENT CDLT6211

STUDENT NAME:
STUDENT NUMBER:

Levels of Achievement
Question 3 Feedback
Poor Developing Good Excellent
The student provides a solid explanation of the socio-cultural
0—2 3—4 5—7 8—10
theory.
The student provides a solid explanation of the Zone of
0 1—2 3—4 5
Proximal Development.
The student shows a good understanding of the different
aspects of the theory and relates the theory to the South 0—2 3—4 5—7 8—10
African classroom.
The student provides a well-structured, logical essay that takes
0 1—2 3—4 5
all elements of a formal academic essay into consideration.
/30

[TOTAL MARKS: 100]

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