Question 1: - Who am I and where do I teach?

(5)

Provide a photo in the box below of you in the Gr R classroom where you teach.
 Question 2:

Every person has basic human needs. Fill in the blocks by naming the basic human needs under
each heading. (10)

Physical needs Psychological needs Social needs

• Belonging
• Food • Empathy
• Love of family
• Shelter • Sharing
• Acceptance
• Health • Communication
• Safety and
• Activity • Security
security

Question 3: Describe each of the 5 basic needs of Maslow. (15)

Physiological are biological requirements for human survival. Our most basic need is for physical
survival, and this will be the first thing that motivates our behavior. Once that level
is fulfilled, the next level up is what motivates us, and so on.

Safety people want to experience order, predictability, and control in their lives.
Safety needs can be fulfilled by the family and society

Love refers to a human emotional need for interpersonal relationships, affiliating,

connectedness, and being part of a group.

Esteem Esteem presents the typical human desire to be accepted and valued by others.
People often engage in a profession or hobby to gain recognition. These activities
give the person a sense of contribution or value.

Self-actualizations
refer to the realization of a person’s potential, self-fulfillment, seeking personal
growth, and peak experiences.

Question 4: What is the relevance of the hierarchy of Maslow? (3)

The basis of Maslow's theory is that we are motivated by our needs as human beings. if some of our
most important needs are unmet, we may be unable to progress and meet our other needs. This can
help explain why we might feel "stuck" or unmotivated.

Question 5:

Microsystem: This refers to the immediate environment in which an individual lives, such as
family, school, or peer group. It involves direct interactions and experiences.
 Mesosystem: It involves the connections between various microsystems, such as the relationship
between a child's school and their family. The interactions and influences between these different
microsystems are part of the mesosystem.

Exosystem: This system includes external environments that indirectly influence an individual's
development, such as a parent's workplace or the local community. Even though the individual
may not be directly involved, these external settings can still have an impact.

Macrosystem: This encompasses the broader cultural context in which the individual lives,
including societal values, laws, customs, and resources. It influences the other systems and reflects
the overall culture in which the individual is embedded.
Chronosystem: is made up of the environmental events and transitions that occur throughout a
child's life, including any sociohistorical events.

Question 6

A barrier to learning is anything that stands in the way of a child being able to learn
effectively. A learner may experience one or more barriers to learning throughout his
or her education. It has already been asserted that barriers can be located within the
learner, within the centre of learning, within the education system and within the
broader social, economic and political context .Some of these barriers include Lack of
Access to Basic Services, Poverty and Underdevelopment, Factors Which Place
Learners at Risk such as physically, emotionally or sexually abuse.

Question 7

GIFTED LEARNER - refers to a learner who demonstrates exceptional abilities or

potential in areas such as intellectual, creative, artistic, leadership, or specific academic
fields. These learners often require specialized educational programs or support to fully
develop their talents and reach their potential.

Question 8

Question True/ False Correct answer

Emotional problems False Emotional problems

involving unacceptable
conduct, like misconduct,
and violence
Socio-economic barriers
and contextual
disadvantages refer to all
factors that contribute to
involving unacceptable
conduct, like misconduct,
and violence are
behavioral issues, not
emotional problems
True
barriers that may arise in
the social context e.g.
poverty, HIV/Aids, the
disintegration of family life,
child abuse, and language
and cultural differences.

Literacy barriers mean that True

the learner struggles to
read

Attitude barriers exist in True

the classroom where the
teacher has ineffective
teaching strategies, poor
classroom management,
incorrect identification and
assessment of barriers.

Educational barriers False Educational barriers

include physical encompass factors that
development; cognitive hinder learning, not all
and language aspects of development
development; personal
and emotional
development; and social
development

Curriculum barriers True

include: the teaching
language not being in the
learners’ mother tongue,
learners struggling with
second language use, and
some learners with
disabilities or impairments
having communication
problems.

When a child has low False Low muscle tone may

muscle tone, they tend to affect physical abilities but
bully other children and is not directly linked to
have a problem with bullying or perception
perception issues

When a child cannot tell True

left from right, they want to
play not work and chew
clothes or hair
When a child hugs another False
person too hard, it is an
indication that the child is
insensitive to touch
Indicators that the child
uses the primitive brain
instead of the cognitive
brain
Hugging too hard may
indicate a lack of
awareness of personal
space or social cues, not
necessarily insensitivity to
touch.
 Question 9: In a table format name FOUR red flags indicating a learner did not roll over as a baby.
(4)

1) Poor muscle tone 2) Delayed motor skills

3) Difficulty with balance 4) Poor head control

Question 10: Baby’s mouth and hands are tied together with an unseen string. While the baby was
sucking the hands, the hands developed, now the baby is paving the way for the mouth to say the first
words. The action of the hand to pick something up and putting it down is two different actions. The
baby must learn to put something down or drop it. The baby must also estimate how far he is from for
example the table to put the object down. In later years the child / learner needs these skills to hold a
pen a scissor and to grasp the pencil in the three-point position.

Based on the statement, describe and present in picture /photo / drawing form two activities that
you can suggest supporting the child / learner to hold a pen and scissor and to grasp the pencil in
the three-point position. (20)

Describe the activity (5) Present in picture /photo/drawing (5)

Cutting Practice:
Offer the child child-safe scissors and demonstrate how to
hold them correctly. Provide them with paper and guide
them to cut along straight lines or simple shapes. This
activity helps in developing hand-eye coordination and
the fine motor skills required for using a scissor and
holding a pen.
Describe the activity (5) Present in picture /photo/drawing (5)
Playdough Creations:
Provide the child with playdough and encourage them to
roll it into small balls, snakes, or shapes using their fingers
and palms. This activity helps in strengthening the
muscles in the hands and fingers, which are essential for
holding a pen and grasping a pencil in the three-point
position.

Total: 100