OPVOEDKUNDE FAKULTEIT | FACULTY OF EDUCATION

Departement Opvoedkundige Sielkunde | Department of Educational Psychology

Nagraadse Onderwyssertifikaat (NOS) | Postgraduate Certificate in Education (PGCE)

2024

OPVOEDKUNDIGE SIELKUNDE | EDUCATIONAL PSYCHOLOGY 21903 - 771

MODULE-RAAMWERK | MODULE GUIDE

Foto | Photo: Rosemarie Breuer

Dosent | Lecturer:
Dr. K. Conradie
G.G. Cillié-Gebou | Building
Kantoor | Office: 2016
E-pos adres | E-mail address: karlienL@sun.ac.za
Inhoudsopgawe | Table of Contents

UITKOMSTE EN RASIONAAL VAN DIE MODULE | OUTCOMES AND RATIONALE FOR THE
MODULE ............................................................................................................................................... 3
SPREEKURE | CONSULTING HOURS ............................................................................................ 3
BYKOMENDE BELANGRIK INLIGTING | ADDITIONAL IMPORTANT INFORMATION ... 3
KOPIEREG | COPYRIGHT................................................................................................................. 3
TAAL VAN ONDERRIG | LANGUAGE OF TEACHING ............................................................... 4
METODE VAN ONDERRIG | METHOD OF INSTRUCTION ....................................................... 4
MEERTALIGE VAKSPESIFIEKE WOORDEBOEK | MULTILINGUAL SUBJECT-SPECIFIC
DICTIONARY ....................................................................................................................................... 5
KREDIETE EN VERONDERSTELDE URE | CREDITS AND NOTIONAL HOURS .................. 5
ASSESSERING | ASSESSMENT ........................................................................................................ 5
BEREKENING VAN DIE PRESTASIEPUNT | CALCULATION OF FINAL MARK .................. 6
VERSOEKE OM UITSTEL | REQUESTS FOR EXTENSIONS ..................................................... 6
LAAT-INHANDIGING VAN ASSESSERINGS-OPDRAGTE | LATE ASSIGNMENTS ............. 7
MODULE KALENDER EN KLASTYE | MODULE CALENDAR AND LECTURES .................. 7
STUDIEMATERIAAL | STUDY MATERIAL ................................................................................... 9
WERKSPROGRAM | WORK PROGRAMME................................................................................. 11
TOETS-TUISVRAAG UITEENSETTING | TEST TAKE-HOME QUESTION OUTLINE ........ 16

Welkom by hierdie gedeelte van jou reis as onderwysstudent! Laat jouself toe om met ʼn ontvanklike, aanpasbare
ingesteldheid deel te neem. Die verkenning van nuwe en kreatiewe wyses van betekenisskepping is deel van die
ontvouende aard van outentieke en daarom ook doelgerigte leer. Put mildelik uit dié ervaring!

One day in the forest, a young bear cub found

something he had never seen before. “What could
this strange thing be?” he thought. Shyly, he
touched it...
Op ʼn dag kom ʼn jong beertjie op iets af wat hy nog
nooit voorheen in die woud gesien het nie. “Wat
kan hierdie vreemde ding tog wees?” wonder hy.
Versigtig raak hy daaraan...

From: The Bear and the Piano by D Litchfield

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Welcome to this part of your journey as a teacher student! Allow yourself to take part and learn with a receptive,
adaptable attitude. Exploring new and creative ways of making meaning is part of the unfolding nature of authentic
and therefore purposeful learning. Draw generously from this experience!

UITKOMSTE EN RASIONAAL VAN DIE MODULE | OUTCOMES AND RATIONALE FOR

THE MODULE

Na afloop van die voltooiing van hierdie module behoort studente in staat te wees om kennis te hê
van en insig te toon in die adolessente leerder, die vele fasette van die leerproses, asook die psigo-
sosiale gedrag van leerders met diverse leerbehoeftes. Die verwagting is dat dit sal bydra tot studente
se vermoë om uiteindelik, as gekwalifiseerde onderwysers, kwaliteit onderrig, opvoeding en
ondersteuning te bied.

Upon completion of this module, students should be able to have knowledge of and insight into the
adolescent learner, the many facets of the learning process, as well as the psychosocial behaviour
of learners with diverse learning needs. It is expected that this will contribute to students' ability to
eventually, as qualified teachers, provide quality teaching, education and support.

SPREEKURE | CONSULTING HOURS

Studente kan afsprake gedurende die akademiese kwartale by wyse van ʼn e-pos reël (sien p1 vir
adres). | Students can arrange appointments during the academic terms by way of an e-mail (see p1
for address). E-pos boodskappe sal ongelukkig nie buite gewone kantoorure of gedurende naweke
beantwoord word nie. | E-mail messages will unfortunately not be answered outside normal office
hours or during weekends.

BYKOMENDE BELANGRIK INLIGTING | ADDITIONAL IMPORTANT INFORMATION

Alle module-korrespondensie met studente sal via die formele universiteit e-pos geskied – met ander
woorde die studentenommer@sun.ac.za adres. Studente is dus verantwoordelik om gereeld hul
universiteit e-posadresse vir boodskappe na te gaan.

All correspondence with students will take place via the formal university email – i.e., the
studentnumber@sun.ac.za address. Students are, therefore, responsible for checking their university
email addresses for messages regularly.

KOPIEREG | COPYRIGHT

Buiten die elektroniese en skriftelike studiemateriaal wat voorsien word, val die verbale aanbiedings
deur dosente ook onder die kopiereg van die Universiteit van Stellenbosch. Studente mag nie enige
video of klankopnames van ʼn dosent maak by wyse van elektroniese toestelle gedurende klasse of
tydens konsultasies nie. Dit sluit die neem van foto’s tydens die lesing in. Die student moet
toestemming by die dosent verkry ten einde foto’s van die lesing of gepaardgaande skyfies te neem.
Elektroniese en skriftelike studiemateriaal mag nie aan enige partye buite die Universiteit van
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Stellenbosch versprei word nie. Oortreding van hierdie reëls sal tot dissiplinêre optrede en moontlike
regsstappe lei.

In addition to the electronic and written study material provided, verbal presentations by lecturers
also fall under the copyright of the University of Stellenbosch. Students are not allowed to make any
video or audio recordings of the lecturer by way of electronic devices during classes or consultations.
This includes taking photos during the lecture. The student must obtain permission from the lecturer
to take photographs of the lecture or accompanying slides. Electronic and written study material may
not be distributed to any parties outside the University of Stellenbosch. Violation of these rules will
result in disciplinary and possible legal action.

TAAL VAN ONDERRIG | LANGUAGE OF TEACHING

Opvoedkundige Sielkunde 771 word aangebied in ooreenstemming met die taalriglyne vir nagraadse
modules, soos aangedui in die taalplanne van die Fakulteit en die Universiteit. Dit impliseer dat
Engels hoofsaaklik, maar nie uitsluitlik nie, aangewend sal word. Studente se opmerkings en vrae sal
in beide Afrikaans en Engels tydens lesings beantwoord word.

Educational Psychology 771 is presented in accordance with the language guidelines for post-
graduate modules, as indicated in the Faculty and University’s language plans. This implies that
English will be used predominantly, but not exclusively. Students' responses and questions will be
answered in both English and Afrikaans during lectures.

METODE VAN ONDERRIG | METHOD OF INSTRUCTION

Beginsels van volwasse en multimodale leer, met die klem op selfgerigte en gemengde leer, sal
toegepas word. Onderrigmetodes sluit in teoretiese insette, klasbesprekings, praktiese toepassings en
oefeninge. Jy word uitgenooi om op ʼn interaktiewe, deurdagte en sinvolle wyse aan hierdie module
deel te neem en om begeleidende ondersteuning te vra wanneer die inhoud vir u onduidelik is.
SUNLearn word as ʼn integrale deel van hierdie module beskou. Studente word aanbeveel om hierdie
platform gereeld te raadpleeg met betrekking tot leerhulpbronne, kommunikasie en
assesseringsaktiwiteite.

Principles of adult and multimodal learning, with an emphasis on self-directed and blended learning,
will be applied. Methods of instruction include theoretical inputs, class discussions and practical
applications and exercises. You are invited to participate in an interactive, thoughtful, and sensible
manner in this module and ask for guiding support when the content is unclear to you. SUNLearn
are seen as integral digital learning platforms to this module. It is recommended that students should
consult this platform regularly with regards to learning resources, communication and assessment
activities.

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MEERTALIGE VAKSPESIFIEKE WOORDEBOEK | MULTILINGUAL SUBJECT-
SPECIFIC DICTIONARY

Maak asseblief gebruik van die oop-toegang MobiLex glossarium, wat spesiaal deur dosente in die
Fakulteit saamgestel is. MobiLex is ʼn meertalige glossarium wat vertalings en definisies in Afrikaans,
Engels en isiXhosa voorsien. Dit is baie maklik om te gebruik en jy kan die toepassing gratis aflaai
op jou selfoon.

Please ensure that you make use of the open-access MobiLex glossary, tailormade by lecturers in the
faculty. MobiLex is a multilingual glossary, providing translations and definitions in Afrikaans,
English and isiXhosa. It is very easy to use, and you can download the app for free by going to your
app store.

KREDIETE EN VERONDERSTELDE URE | CREDITS AND NOTIONAL HOURS

Krediete en voorgestelde ure | Credits and notional hours

Aantal weke in die akademiese jaar
(NOS) | Number of weeks for the
academic year (PGCE)
Tydsduur van klas | Class duration
Aantal lesings per week | Number of
lectures per week
Nie-kontak tyd vir die jaar | Non-
contact time for the year
Aantal ure vir die jaar
Number of hours for the year
8 krediete | credits = 80 ure | hours
Onderrig- en leerkomponent | Ure per jaar |
Teaching and learning component Hours per year
18
50 min = 0.83 hr | uur
2 per week (36 per year | jaar) 30
Klasvoorbereiding, studietyd,
voltooiing van opdragte | Class
50
preparation, study time,
completion of assignments
80

ASSESSERING | ASSESSMENT

Assessering dien verskeie doeleindes ter bevordering van die fasilitering van leer as primêre doelwit
en om studente daarop voor te berei om lewenslank te leer. In hierdie module sal buigsame assessering
vir beide summatiewe (assessering van leer) en formatiewe (assessering vir leer) doeleindes deur
middel van ʼn verskeidenheid leeraktiwiteite geskied. Dit sluit in twee ervaringsgerigte klasaktiwiteite
en ʼn geïntegreerde oopboek-klastoets. Dit sal tot studente se voordeel strek, indien hulle reeds met
die aanvang van tema 1 begin voorberei vir die klastoets. Sien p. 20-23 van hierdie module-raamwerk
vir ʼn verduideliking van die toets-tuisvraag en ander belangrike riglyne.

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Assessments serve various purposes that would further the primary goal of facilitating learning and
preparing students for lifelong learning. In this module, flexible assessment will be in the form of
various learning activities, serving both summative (assessment of learning) and formative
(assessment for learning) purposes. This includes two experiential class activities and an integrated
open-book class test. It will be to students' advantage if they already start preparing for the class test
at the start of theme 1. See p. 20-23 of this module guide for an explanation of the take-home test
question and other important guidelines.

BEREKENING VAN DIE PRESTASIEPUNT | CALCULATION OF FINAL MARK

Gedurende die jaar sal u ʼn verskeidenheid leeraktiwiteite (sien vorige afdeling) voltooi wat elkeen
tot u prestasiepunt aan die einde van die jaar bydra. Sien asseblief die meegaande tabel vir ʼn
uiteensetting hiervan. Let verder daarop dat alle assesseringskomponente voltooi moet word ten einde
die module te kan slaag. Die berekening van die prestasiepunt is gebaseer op die som van die
assesserings, relatief tot die gewigsindeling, volgens die meegaande tabel. ʼn Student moet ʼn
prestasiepunt van minstens 50 behaal om die module te slaag (sien die Algemene Jaarboek, Deel
1).

During the year, you will complete various learning activities (see previous section), each of which
will contribute to your final mark at the end of the year. Please see the table below for an explanation
of this. Also, note that all assessment components need to be completed to ensure that you pass the
module. The calculation of the final mark is based on the sum of the assessments, relative to the
weight classification, according to the table below. To pass the module, a student shall obtain a final
mark of not less than 50 (see the General Yearbook, Part 1).

Bydrae tot prestasiepunt (%)

Leeraktiwiteit: Assesserings
Contribution towards final mark
Learning activity: Assessments
(%)
1 Geïntegreerde oopboek-klastoets | Integrated open- 50
book class test
2 Klasaktiwiteit 1 | Class activity 1 25
3 Klasaktiwiteit 2 | Class activity 2 25
TOTAAL | TOTAL 100

VERSOEKE OM UITSTEL | REQUESTS FOR EXTENSIONS

Versoeke om uitstel van ʼn sperdatum as gevolg van ernstige persoonlike probleme of siekte sal slegs
oorweeg word as ʼn skriftelike mediese sertifikaat of die ekwivalent daarvan, wat die redes vir die
onvermoë om die werk betyds in te dien, gelewer word. Buiten in die geval van siekte op daardie
tydstip, sal uitstel gewoonlik nie verleen word as dit nie voor die sperdatum van die opdrag versoek
word nie.

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Requests for an extension of a deadline because of serious personal problems or illness will only be
considered on production of a written medical certificate or equivalent verifying the reasons for your
inability to submit the work on time. Except in the case of illness at the time, an extension will not
normally be granted unless it is requested before the deadline for the assignment.

LAAT-INHANDIGING VAN ASSESSERINGS-OPDRAGTE | LATE ASSIGNMENTS

Vir elke of enige deel van ʼn dag wat die opdrag laat is, insluitend naweke en vakansies, sal die student
5% van die maksimum moontlike waarde van die assesseringsopdrag verloor vir die eerste dag of
deel van ʼn dag wat die opdrag laat is en ʼn bykomende 2% vir elke daaropvolgende dag of deel van ʼn
dag.

For each or any part of a day that the assignment is late, including weekends and holidays, the student
will lose 5% of the maximum possible value of the assignment for the first day or part of a day that
the assignment is late and an additional 2% for each subsequent day or part of a day.

HEREVALUERING VAN WERK | RE-EVALUATION OF WORK

Die geleentheid om nagesiende antwoordstelle en take met die betrokke dosent te bespreek, dien nie
as geleentheid vir die herevaluering van die assesseringsopdrag nie. Herevaluering van werk sal slegs
oorweeg word indien ʼn student die opdrag gedruip het en die dosent dit redelik ag vir die student om
die opdrag weer in te dien. Die student kan gepenaliseer word vir die laat indiening van werk.

The opportunity to discuss marked answer scripts and assignments with the lecturer concerned is not
an opportunity for the re-evaluation of the assessment. Re-evaluation of work will only be considered
if a student has failed the task and the lecturer deems it reasonable to invite the student to re-submit
the task. The student may incur penalties for the late submission of work.

BELANGRIKE KENNISGEWING | IMPORTANT NOTICE

VOLG ASSEBLIEF DIE ASSESSERINGSDATUMS EN TYE SOOS UITEENGESIT IN HIERDIE

STUDIEGIDS EN NIE DIÉ VAN DIE JAARBOEK NIE. GEEN JUNIE OF NOVEMBER
EKSAMENS SAL VIR HIERDIE MODULE AFGELÊ WORD NIE.

PLEASE FOLLOW THE ASSESSMENT DATES AND TIMES AS SET OUT IN THIS STUDY GUIDE
AND NOT THAT OF THE YEARBOOK. NO JUNE OR NOVEMBER EXAMINATIONS WILL BE
WRITTEN FOR THIS MODULE.

MODULE KALENDER EN KLASTYE | MODULE CALENDAR AND LECTURES

Klastye | Lectures
Donderdag | Thursday, 10:10 – 11:00 (Lokaal 3001 | Room 3001)
Vrydag | Friday, 10:10 – 11:00 (Lokaal 3001 | Room 3001)

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Module kalender | Module calendar
Datum | Date Aanbieding | Presentation Inhoud | Content
15 Februarie | February KLAS | CLASS Inleiding tot die module |
Introduction to the module
16 Februarie | February KLAS | CLASS Tema 1 | Theme 1
22 Februarie | February KLAS | CLASS Tema 1 | Theme 1
Klasaktiwiteit 1 beskikbaar | Class
activity 1 available

(Sien SUNLearn vir besonderhede |

See SUNLearn for details)
23 Februarie | February SUNLearn asinchroniese leer (oudio Tema 1 | Theme 1
ppt skyfies) | SUNLearn asynchronous
learning (audio ppt slides)
29 Februarie | February KLAS | CLASS Tema 1 | Theme 1
1 Maart | March KLAS | CLASS Tema 1 | Theme 1
7 Maart | March KLAS | CLASS Tema 1 | Theme 1
Harde-kopie inhandiging van
klasaktiwiteit 1 tydens lesing | Hard-
copy submission of class activity 1
during class
8 Maart | March KLAS | CLASS Tema 1 | Theme 1
14 Maart | March KLAS | CLASS Tema 2 | Theme 2
15 Maart | March SUNLearn asinchroniese leer (oudio Tema 2 | Theme 2
ppt skyfies) | SUNLearn asynchronous
learning (audio ppt slides)

Klasaktiwiteit 2 beskikbaar | Class

activity 2 available

(Sien SUNLearn vir besonderhede |

See SUNLearn for details)
21 Maart | March Menseregtedag (Geen klas) | Human
Rights Day (No class)
22 Maart | March SELFSTUDIE | SELF STUDY
28 Maart | March KLAS | CLASS Tema 2 | Theme 2
11 April KLAS | CLASS Tema 2 | Theme 2
12 April KLAS | CLASS Tema 3 | Theme 3
18 April KLAS | CLASS Tema 3 | Theme 3
19 April SUNLearn asinchroniese leer (oudio Tema 3 | Theme 3
ppt skyfies) | SUNLearn asynchronous
learning (audio ppt slides)
25 April KLAS | CLASS Tema 3 | Theme 3
Harde-kopie inhandiging van
klasaktiwiteit 2 tydens lesing | Hard-
copy submission of class activity 2
during class

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 26 April KLAS | CLASS Tema 4 | Theme 4
2 Mei | May KLAS | CLASS Tema 4 | Theme 4
3 Mei | May KLAS | CLASS Tema 4 | Theme 4
9 Mei | May KLAS | CLASS Tema 5 | Theme 5
10 Mei | May KLAS | CLASS Tema 5 | Theme 5
16 Mei | May KLAS | CLASS Tema 5 | Theme 5
17 Mei | May SELFSTUDIE | SELF STUDY
4 Junie | June
Geïntegreerde oopboek-klastoets | Integrated open-book class test
09:00-12:00
Inhoud: Tema 1-5 | Content: Theme 1-5
Toetsuiteensetting op SUNLearn beskikbaar. | Test outline available on SUNLearn.
Lokale sal nader aan die tyd via SUNLearn gekommunikeer word. | Venues to be announced on
SUNLearn closer to the time.)
8 November
Siektetoets-geleentheid (verlof tot afwesigheid) | Sick test opportunity (leave of absence)
14:00-17:00
Slegs studente met geldige verlof tot afwesigheid sal toestemming verkry om van die tweede
geleentheid gebruik te maak – sien Algemene Jaarboek, afdeling 12.
Lokale sal nader aan die tyd via SUNLearn gekommunikeer word.

Only students with valid leave of absence will be granted permission to make use of the second
opportunity – see General Yearbook, section 12.
Venues to be announced on SUNLearn closer to the time.

STUDIEMATERIAAL | STUDY MATERIAL

Boeke | books
(Meeste van hierdie titels is op reserwe by die Universiteit Stellenbosch Biblioteek. | Most of
these titles are on reserve at the Stellenbosch University Library.)
*Sien ook asseblief die leeslys op SUNLearn | Please also see the reading list on SUNLearn

1. Barton, G., & Garvis, S. (2019). Compassion and Empathy in Educational Contexts. Palgrave
Macmillan.
2. Coetzee, M., & Jansen, C. (2007). Emotional Intelligence in the Classroom: The secret of
happy teachers. Juta.
3. Donald, D., Hardman, J., Lazarus, S., & Moolla, N. (2020). Educational Psychology in Social
Context: Ecosystemic applications in southern Africa. (6th Ed.). Oxford University Press.
(The 5th edition is also available at the SU Library Short Loans.)
4. Eloff, I., & Swart, E. (Reds.) (2018). Insigte uit Opvoedkundige Sielkunde. Kaapstad: Juta.

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 5. Eloff, I., & Swart, E. (Eds.) (2018). Understanding Educational Psychology. Juta.
6. Gouws, E., Kruger, N., & Burger, S. (2015 / 2016). The adolescent. (4th Ed.). Pearson.
7. Kearney, E. M. (2013). On becoming a teacher. Sense Publishers.
8. Landsberg, E., Krüger, D., & Swart, E. (Eds.). (2016 / 2019). Addressing barriers to learning:
A South African perspective (3rd Ed. / 4th Ed.). Van Schaik Publishers.
9. Lees, H. (2012). Silence in Schools. Trentham Books.
10. Louw, D. A., & Louw, A. E. (2014). Die ontwikkeling van die Kind en Adolessent (2de
uitgawe). Psychology Publications.
11. Louw, D. A., & Louw, A. E. (2022). Child and Adolescent development (3rd Ed.). Psychology
Publications.
SU Library link:
https://sun.primo.exlibrisgroup.com/permalink/27US_INST/1dch55e/alma99908469080343
6
Access: Unlimited Access

12. Nel, N., Nel, M., & Hugo, A. (Eds.). (2013 / 2016 / 2022). Learner support in a diverse
classroom: A guide for foundation, intermediate and senior phase teachers of language and
mathematics (3rd Ed.). Van Schaik Publishers.
13. Nieman, M.M., & Monyai, R.B. (Eds.). (2006). The Educator as mediator of learning. Van
Schaik Publishers.
14. Woolfolk, A. (2014 / 2016). Educational psychology (11th / 13th Ed). Pearson Education.

Artikels | Articles
(Hierdie artikels en verslae is op SUNLearn beskikbaar. | These articles and reports are available
on SUNLearn).
*Sien ook asseblief die leeslys op SUNLearn | Please also see the reading list on SUNLearn

1. Henig, R. M. (2017). Rethinking Gender-Freed from the binary of boy and girl, gender
identity is a shifting landscape. Can science help us navigate? National Geographic, 231(1),
48-73.
2. Lees, H. (2016). Choosing Silence for Equality in and through Schooling. Forum, 58(3).
http://dx.doi.org/10.15730/forum.2016.58.3.399.
3. Machingambi. S., & Wadesango, N. (2014). Stimulating student learning through motivation:
Reflections from teaching in higher education. Journal for Educational Studies, 13(1), 166-
185.
4. Noddings, N. (2010). Moral Education in an age of globalization. Educational Philosophy
and Theory, 42(4), 390-396.
5. Oron, J.V., Navarro-Rubio, S., & Luis, E.O. (2021). Emotional education for personal growth
in the early years. Journal of Theoretical & Philosophical Psychology, 41(2), 115-130.
6. Shung-King, M., Lake, L., Sanders, D., & Hendricks, M. (2019). South African Child Gauge.
Cape Town: Children’s Institute, University of Cape Town.
7. Tomlinson, M., Kleintjes, S., & Lake, L. (2022). Child and adolescent mental health. South
African Child Gauge 2021/2022. Cape Town: Children’s Institute, University of Cape Town.
8. Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an
attachment perspective. Attachment & Human Development, 14(3), 205-211.

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 9. Visser, M. J., Coetzee, N., & Claassen, M. (2016). The expression of personality among
adolescents exposed to community interpersonal violence. South African Journal of
Psychology, 46(2), 278-289.
10. Wong, D. (2007). Beyond control and rationality: Dewey, aesthetics, motivation, and
educative experiences. Teachers College Record, 109(1), 192-220.

Amptelike dokumente waarop sommige van die kerninhoud van hierdie module gebaseer is. |
Official documents on which some of the core content of this module is based.
(Hierdie dokumente is op SUNLearn beskikbaar. | These documents are available on SUNLearn.)

1. Shung-King, M., Lake, L., Sanders, D., & Hendricks, M. (2019). Child and adolescent health:
Leave no one behind. South African Child Gauge. Cape Town: Children’s institute, University
of Cape Town.
2. Tomlinson, M., Kleintjes, S., & Lake, L. (2022). Child and adolescent mental health. South
African Child Gauge 2021/2022. Cape Town: Children’s Institute, University of Cape Town.
3. South Africa. Department of Basic Education. (2014). Policy on screening, identification,
assessment and support. Pretoria: Author.
4. South Africa. Department of Basic Education. (2011). Responding to diversity through
curriculum and assessment policy statements. Pretoria: Author.
5. South Africa. Department of Education (Directorate: Inclusive Education). (2001). Education
white paper 6 special needs education: Building an inclusive education and training
system. Pretoria: Author.
6. Teaching for All. (2019). Inclusive Teaching and Learning for South Africa. Unit 4.
7. Teaching for All. (2019). Learner Diversity. Unit 2.

WERKSPROGRAM | WORK PROGRAMME

ORIËNTERING: HOE PAS OPVOEDKUNDIGE SIELKUNDE IN DIE ONDERWYS?

ORIENTATION: HOW DOES EDUCATIONAL PSYCHOLOGY FIT IN WITH
TEACHING?

Bespreking van die module-raamwerk. Hierdie dokument (module-raamwerk) is op SUNLearn

beskikbaar. Algemene oriëntering tot die module binne die konteks van opvoedkundige sielkunde. |
Discussion of the module guide. This document (module guide) is available on SUNLearn. General
orientation to the module within the context of educational psychology.

NEEM ASSEBLIEF KENNIS DAT DIE SUNLEARN PLATFORM GEBRUIK SAL WORD
TEN EINDE ADMINISTRATIEWE SOWEL AS AKADEMIESE KORRESPONDENSIE,
INGESLUIT ADDISIONELE LEESMATERIAAL, MET U TE KOMMUNIKEER.

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 PLEASE TAKE NOTE THAT THE SUNLEARN PLATFORM WILL BE USED IN ORDER TO
COMMUNICATE ADMINISTRATIVE AS WELL AS ACADEMIC CORRESPONDATION,
INCLUDING ADDITIONAL READING MATERIAL WITH YOU.

TEMA | THEME 1
ADOLESSENSIE AS ONTWIKKELINGSFASE EN IMPLIKASIES VIR DIE KLASKAMER
THE ADOLESCENT DEVELOPMENATAL PHASE AND IMPLICATIONS
FOR THE CLASSROOM

Inhoud | Content:
• Die bio-ekosistemiese model van Bronfenbrenner en adolessensie as ontwikkelingsfase |
Bronfenbrenner’s bi o -ecological model a n d t he ad ol es c ent developmental phase
• Fisieke en neurologiese ontwikkeling tydens adolessensie | Physical and neurological
development in the adolescent developmental phase
• Kognitiewe ontwikkeling | Cognitive development
• Psigososiale ontwikkeling | Psycho-social development

Voorbereiding | Preparation:
1. Developing adolescents: A reference for professionals (apa.org). American Psychological
Association.
2. Barton, G., & Garvis, S. (2019). Compassion and Empathy in Educational Contexts. Palgrave
Macmillan. (Hoofstuk | Chapter 12)
3. Coetzee, M., & Jansen, C. (2007). Emotional Intelligence in the Classroom: The secret of
happy teachers. Juta. (Hoofstuk | Chapter 2-4)
4. Dobbs, D. (2011). Beautiful brains. National Geographic, 220(4), 37-59. (SUNLearn)
5. Donald, D., Hardman, J., Lazarus, S., & Moolla, N. (2020). Educational Psychology in Social
Context: Ecosystemic applications in southern Africa. (6th Ed.). Oxford University Press.
(Hoofstuk | Chapter 3, 9, 11, 12)
6. Gouws, E., Kruger, N., & Burger, S. (2016). The adolescent. (4th Ed.). Pearson. (Hoofstuk |
Chapter 1, 2, 3, 4, 5)
7. Henig, R. M. (2017). Rethinking Gender-Freed from the binary of boy and girl, gender
identity is a shifting landscape. Can science help us navigate? National Geographic, 231(1),
48-73. (SUNLearn)
8. Louw, D. A., & Louw, A. E. (2014). Die ontwikkeling van die Kind en Adolessent (2de
uitgawe). Psychology Publications. (Hoofstuk 6)
9. Louw, D. A., & Louw, A. E. (2022). Child and Adolescent development (3rd Ed.). Psychology
Publications. (Chapters | sections on Adolescence)
10. Shung-King, M., Lake, L., Sanders, D., & Hendricks, M. (2019). South African Child Gauge.
Cape Town: Children’s Institute, University of Cape Town. (SUNLearn)
11. Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy
and Theory, 42(4), 390-396. (SUNLearn)

12
 12. Oron, J.V., Navarro-Rubio, S., & Luis, E.O. (2021). Emotional education for personal growth
in the early years. Journal of Theoretical & Philosophical Psychology, 41(2), 115-130.
(SUNLearn)
13. Tomlinson, M., Kleintjes, S., & Lake, L. (2022). Child and adolescent mental health. South
African Child Gauge 2021/2022. Cape Town: Children’s Institute, University of Cape Town.
(SUNLearn)
14. Visser, M. J., Coetzee, N., & Claassen, M. (2016). The expression of personality among
adolescents exposed to community interpersonal violence. South African Journal of
Psychology, 46(2), 278-289. (SUNLearn)
15. Woolfolk, A. (2016). Educational psychology (13th Ed.). Pearson Education. (Hoofstuk |
Chapter 3)

TEMA | THEME 2
WAT IS LEER? DIE DANS TUSSEN TEORIE EN PRAKTYK
WHAT IS LEARNING? THE DANCE BETWEEN THEORY AND PRACTICE

Inhoud | Content:
• Verskeie leerteorieë | Various learning theories
• Leervoorkeure en -strategieë | Learning preferences and strategies
• Komplekse kognitiewe strategieë: aandag en geheue, kritiese en kreatiewe denke,
probleemoplossing, meta-leer, selfgereguleerde leer | Complex cognitive strategies:
attention and memory, critical and creative thinking, problem-solving, meta-learning, self-
regulated learning

Voorbereiding | Preparation:
1. Donald, D., Hardman, J., Lazarus, S., & Moolla, N. (2020). Educational Psychology in Social
Context: Ecosystemic applications in southern Africa. (6th Ed.). Oxford University Press.
(Hoofstuk | Chapter 5, 6, 7)
2. Eloff, I., & Swart, E. (Reds.) (2018). Insigte uit Opvoedkundige Sielkunde. Juta. (Hoofstuk
8, 9, 11, 14 – 18)
3. Eloff, I., & Swart, E. (Eds.) (2018). Understanding Educational Psychology. Juta. (Chapter
8, 9, 11, 14 – 18)
4. Gouws, E., Kruger, N., & Burger, S. (2016). The adolescent. (4th Ed.). Pearson. (Hoofstuk |
Chapter 3)
5. Lees, H. (2016). Choosing Silence for Equality in and through Schooling. Forum, 58(3).
http://dx.doi.org/10.15730/forum.2016.58.3.399
6. Woolfolk, A. (2016). Educational psychology (13th Ed.). Pearson Education. (Hoofstuk |
Chapter 8)

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 TEMA | THEME 3
DIE ONDERWYSER AS MEDIEERDER OF BEMIDDELAAR VAN LEER
THE TEACHER AS MEDIATOR OF LEARNING

Inhoud | Content:
• Mediëring (bemiddeling) van leer | Mediation of learning
• Sielkundige geborgenheid | Psychological safety
• Onderrigstrategieë | Teaching strategies
• Die skep van estetiese leerervaringe en omgewings | Creating aesthetic learning experiences
and environments.
• Motivering en selfbepalingsteorie | Motivation and self-determination theory
Voorbereiding | Preparation:
1. Barton, G., & Garvis, S. (2019). Compassion and Empathy in Educational Contexts. Palgrave
Macmillan. (Hoofstuk | Chapter 1, 2 & 5)
2. Coetzee, M., & Jansen, C. (2007). Emotional Intelligence in the Classroom: The secret of
happy teachers. Juta. (Hoofstuk | Chapter 2-4)
3. Eloff, I., & Swart, E. (Reds.) (2018). Insigte uit Opvoedkundige Sielkunde. Juta. (Hoofstuk
36)
4. Eloff, I., & Swart, E. (Eds.) (2018). Understanding Educational Psychology. Juta. (Chapter
36)
5. Gouws, E., Kruger, N., & Burger, S. (2016). The adolescent. (4th Ed.). Pearson. (Hoofstuk |
Chapter 9)
6. Machingambi. S., & Wadesango, N. (2014). Stimulating student learning through motivation:
Reflections from teaching in higher education. Journal for Educational Studies, 13(1), 166-
185. (SUNLearn)
7. Nieman, M.M., & Monyai, R.B. (Eds.). (2006). The Educator as mediator of learning. Van
Schaik Publishers. (Hoofstuk | Chapter 5)
8. Teaching for All. (2019). Inclusive Teaching and Learning for South Africa. Unit 4.
(SUNLearn)
9. Verschueren, K., & Koomen, H. M. Y. (2012). Teacher-child relationships from an
attachment perspective. Attachment & Human Development, 14(3), 205-211.
10. Wong, D. (2007). Beyond control and rationality: Dewey, aesthetics, motivation, and
educative experiences. Teachers College Record, 109(1), 192-220. (SUNLearn)
11. Woolfolk, A. (2016). Educational psychology (13th Ed.). Pearson Education. (Hoofstuk |
Chapter 11)

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 TEMA | THEME 4
22 – 30 September 2022
SOSIALE, EMOSIONELE EN GEDRAGSUITDAGINGS IN DIE KLASKAMER
SOCIAL, EMOTIONAL AND BEHAVIOURAL CHALLENGES IN THE CLASSROOM

Inhoud | Content:
• Definisie, aard en tipes sosiale, emosionele en gedragsuitdagings | Definition, nature and types
of social, emotional and behavioural challenges
• Ondersteuning van bogenoemde uitdagings deur middel van sorgsame intervensie |
Supporting difficulties through caring intervention.

Voorbereiding / Preparation:
1. Barton, G., & Garvis, S. (2019). Compassion and Empathy in Educational Contexts. Palgrave
Macmillan. (Hoofstuk | Chapter 6 & 13)
2. Coetzee, M., & Jansen, C. (2007). Emotional Intelligence in the Classroom: The secret of
happy teachers. Juta. (Hoofstuk | Chapter 3)
3. Donald, D., Hardman, J., Lazarus, S., & Moolla, N. (2020). Educational Psychology in Social
Context: Ecosystemic applications in southern Africa. (6th Ed.). Oxford University Press.
(Hoofstuk | Chapter 10, 12, 16)
4. Landsberg, E., Krüger, D., & Swart, E. (Eds.). (2019). Addressing barriers to learning: A
South African perspective (4th Ed.). Van Schaik Publishers. (Hoofstuk | Chapter 27)
5. Nyawo, SS, & Govender, S. (2022). Intervention strategies used by teachers to reduce
bullying behaviour amongst learners. Journal of Educational Studies, 21(2), 61-84.
(SUNLearn)
6. Teaching for All. (2019). Inclusive Teaching and Learning for South Africa. Unit 4.
(SUNLearn)

TEMA | THEME 5
LEERONDERSTEUNING: INKLUSIEWE ONDERWYS
Pluralisme, verantwoordelikheid en sorg
LEARNING SUPPORT: INCLUSIVE EDUCATION
Pluralism, responsibility and care

Inhoud | Content:
• Definisie van inklusiewe onderwys | Defining inclusive education
• Assessering ten einde leer te kan ondersteun | Assessing for learning support
• Enkele leerhindernisse | Some learning barriers
• Opvoedkundige intervensie | Educational intervention

Voorbereiding | Preparation:
1. Donald, D., Hardman, J., Lazarus, S., & Moolla, N. (2020). Educational Psychology in Social
Context: Ecosystemic applications in southern Africa. (6th Ed.). Oxford University Press.
(Hoofstuk | Chapter 14, 15)

15
 2. Eloff, I., & Swart, E. (Reds.) (2018). Insigte uit Opvoedkundige Sielkunde. Juta. (Hoofstuk
29-31, 39-44)
3. Eloff, I., & Swart, E. (Eds.) (2018). Understanding Educational Psychology. Juta. (Chapter
29-31, 39-44)
4. Gouws, E., Kruger, N., & Burger, S. (2015). The adolescent. (4th Ed.). Pearson. (Hoofstuk |
Chapter 7, 8, 10)
5. Nel, N., Nel, M., & Hugo, A. (Eds.). (2013). Learner support in a diverse classroom: A guide
for foundation, intermediate and senior phase teachers of language and mathematics. Van
Schaik Publishers. (Hoofstuk | Chapter 3)
6. Teaching for All. (2019). Inclusive Teaching and Learning for South Africa. Unit 4.
(SUNLearn)
7. Teaching for All. (2019). Learner Diversity. Unit 2. (SUNLearn)

TOETS-TUISVRAAG UITEENSETTING | TEST TAKE-HOME QUESTION OUTLINE

Sien asseblief p. 17 - 18 vir die Afrikaanse uiteensetting | Please see p. 19 - 20 for the English
outline.

16
 Toets Tuisvraag Uitseensetting | Test Take-home Question Outline

(30 punte van toetstotaal | 30 marks of test total)

U moet hierdie werksopdrag individueel of in groepe (maksimum vyf lede) voltooi. | You have to complete this assignment individually or in groups
(maximum five members).

Afrikaans
(English to follow on p. 19)

Met bestudering van die werkprogram vir hierdie module, word u moontlik bewus van die rykheid van die inhoud, asook gepaardgaande
kernonderwerpe. Soos wat u uself geleidelik in die werk instudeer, sal u mettertyd verskeie belangrike psigo-opvoedkundige beginsels identifiseer.
Dit is hierdie beginsels wat uiteindelik sal bydra tot die versterking van u grondslag as ontluikende onderwyser.

Die opdrag bestaan uit drie aspekte:

Eerstens, identifiseer en formuleer enige vyf psigo-opvoedkundige beginsels uit die temas soos uiteengesit in hierdie studiegids (2 punte x 5). Hierna
moet u die gekose beginsel kortliks beskryf (2 punte x 5). Laastens behoort u ʼn enkele voorbeeld te bied van hoe u die beginsel in u klaskamer en/of
onderrig sal toepas (2 punte x 5).

Totaal = 30
* ʼn Maksimum van drie (3) punte sal afgetrek word vir werk wat blyk dat dit nie gekontroleer is wat betref netheid, tegniese konvensies en spelling
nie. Deurlopende treurige spelling skep ʼn swak indruk van jou akademiese vermoëns en integriteit. Verder weerspieël dit ʼn mate van respek jeens
jou leser / gehoor.

VOORBEELD
Tema Psigo- Beskrywing / verduideliking Toepassingsvoorbeeld
opvoedkundige
beginsel
1 Die onderwyser as Gesonde roetines en Die doelbewuste skep van konstruktiewe roetines Na afloop van elke les word leerders die geleentheid
bemiddelaar van rituele skep ʼn gevoel en rituele gekenmerk deur natuurlike oorgange is gegun om die top drie standpunte of belangrikste inhoud

17
 leer: sielkundige van emosionele belangrik, want binne konsekwentheid en
geborgenheid geborgenheid. voorspelbaarheid lê ʼn gevoel van sekuriteit,
oftewel emosionele geborgenheid. Emosionele
geborgenheid is ʼn a priori behoefte van die mens
ten einde die wêreld te verken en ingeligte
(gesonde) risiko’s te neem | kanse te waag.
te formuleer, neer te skryf en aan mekaar oor te vertel.
Die aanmoedigende onderwyser voorsien leidrade,
onvoltooide sinne en sleutelwoorde ten einde groter
begrip te bemiddel. Hierdie sensitiewe ingesteldheid
jeens leer, behoort by te dra tot die ontwikkeling van die
leerder se akademiese selfvertroue.

Riglyne
• Inhandigingsdatum: 4 Junie (tydens klastoets | 1 werkstuk per groep)
• Studente kan, alvorens indiening van hul werkstukke, die Postgraduate Skills Turnitin Sandbox-skakel gebruik om die ooreenkoms-indeks van
hul werkstukke na te gaan: https://www.sun.ac.za/english/research-innovation/Research-Development/postgraduate-skills-turnitin-sandbox.
• Maak seker dat u geskrewe werkstuk taal- en tegnies versorg is. Let op die volgende: aanvaarbare akademiese taalgebruik en spelling, koppeling
tussen sinne en paragrawe, samehangende en logiese formulering, volledige en korrekte verwysingsprosedure volgens die Harvard of APA-styl
(indien van toepassing). Maak gerus gebruik van die SU biblioteek se verwysingsplatform:
https://libguides.sun.ac.za/c.php?g=742933&p=5316290.
• Maak seker om ʼn dekblad met die volgende besonderhede in te sluit: Name en vanne van groepslede, studentenommers, modulenaam en kode,
dosent se voorletters en van, datum.
• Insig, kristalhelder formulering en kreatiewe denke sal beloon word.

18
English

When studying the work programme for this module, you may become aware of the richness of the content as well as accompanied core topics. As
you gradually enmesh yourself with the module content, you will eventually identify several important psycho-educational principles. These principles
will ultimately contribute to the strengthening of your foundation as an emerging teacher.

The assignment consists of three aspects:

First, identify and formulate any five psycho-educational principles from the themes set out in this study guide (2 marks x 5). Next you should briefly
describe the chosen principle (2 marks x 5).
Finally, you should provide a single example of how you would apply the principle in your classroom and / or teaching (2 marks x 5).

Total = 30
*A maximum of three (3) marks will be deducted for work that appears to be unchecked in terms of neatness, technical conventions and spelling.
Continuous poor spelling creates a bad impression of your academic abilities and integrity. Furthermore, it reflects a degree of respect towards your
reader / audience.

EXAMPLE
Theme Psycho-educational principle Description / Explanation
1 The teacher as a mediator of learning: Healthy routines and rituals The deliberate creation of
psychological security create a sense of emotional constructive routines and rituals
security. characterised by natural
transitions (boundaries) is
important, because within
consistency and predictability
lies a sense of security, or
emotional security. Emotional
security is an a priori human
need in order to explore the
Application example
At the end of each lesson,
learners are given the
opportunity to formulate,
write down and tell the top
three statements or most
important content to each
other. The encouraging
teacher provides clues,
incomplete sentences and
keywords to mediate
broadened understanding.
19
 world and take informed
(healthy) risks | to take a chance.
This sensitive attitude
towards learning should
contribute to the
development of the
learner’s academic self-
confidence.

Guidelines
• Submission date: 4 June (during class test | 1 assignment per group)
• Students may use the Postgraduate Skills Turnitin Sandbox link to check their assignments’ similarity index before submitting it:
https://www.sun.ac.za/english/research-innovation/Research-Development/postgraduate-skills-turnitin-sandbox.
• Ensure that your written assignment has been language and technically edited. Pay attention to acceptable academic language use and spelling,
linking between sentences and paragraphs, coherent and logical text, complete and correct referencing according to either the Harvard or APA
referencing style (if applicable). Please make use of the SU library's reference platform: https://libguides.sun.ac.za/c.php?g=742933&p=5316290.
• Make sure to attach a cover page with the following details: Names and surnames of group members, student numbers, module name & code,
name of lecturer, date.
• Insight, crystal clear formulation and creative thinking will be rewarded.

20