PRS101 – Assignment 2
Due 4 April 2014
• The maximum length of assignment 02 is six pages (1 200 words).
Technical requirements
• Allocation of marks
25% of the marks of Assignment 02 are allocated for the technical
presentation. These marks are calculated as follows:
–
–
–
–
–
–
5% table of contents and bibliography
5% systematic arrangement of content
5% correct reference techniques
5% language excellence and editing
5% creativity
75% content of assignment
Technical presentation
a) Table of contents
• Start your assignment with a table of contents
giving the most important headings.
• Each heading and subsection should be
numbered. Also indicate the pages on which
the headings are.
Example:
1. Introduction……………………………………………….….…….…………1
2. The value of play with building blocks………………….…………2
2.1 Better grasp of reality…………………………………….……….…… 3
2.2 Mathematical concepts are formed………………………………4
2.3 Quantity ……………………………………………………….……………. 5
2.4 Area and volume ……………………………….…………………………6
2.5 Geometrical shapes ……………………………………….……………..7
2.6 Satisfies individual needs …………………….………….……………8
3. Conclusion ……………………………….………………..…………………..9
4. Bibliography …………………………….…………….…..…………………10
• b) Headings
– Use headings and subheadings to organise your assignment.
– The headings in your table of contents should correspond
exactly to the headings
– in your assignment. The headings in your assignment should be
underlined.
• c) Reference technique
– NOTE: You are not permitted to copy from any published work,
or any portion of a published work (giving the impression that it
is your own work) without giving the necessary source
references.
– THIS IS KNOWN AS PLAGIARISM AND IS NOT PERMITTED
UNDER ANY CIRCUMSTANCES.
•
•
•
•
References to sources given in your bibliography should appear in the assignment.
You are permitted to use short direct quotations, or to restate the author's point of
view in your own words. In either case, whether you quote or whether you use
your own words, you must refer to the source.
The technique we recommend is known as the Harvard method.
The Harvard method means that the reference in your answer consists of
– 􀂃 an author (followed by a,)
– 􀂃 a date (followed by a :)
– 􀂃 a page reference (placed in brackets)
• For example:
Davin (2005:156) states that … (author, date: page). The reference usually appears
directly before or after the relevant sentence or quotation.
References should be judiciously used, they should be relevant and they should
support your argument.
Reference List
• At the end of each assignment you must supply a
“reference list” containing the particulars of the
sources you consulted when compiling your
assignment.
• You need to draw up a bibliography by arranging
the names of the authors in alphabetical order.
• The following data should be given: Author,
initials, date of publication, title of source
(underlined), place of publication: publisher.
ASSIGNMENT 2 QUESTIONS
• PURPOSE:
– The purpose of this assignment is to assess your ability to apply your
knowledge on the field of early childhood teaching and assessment in
a creative and parent-accessible way. (Also remember the guidelines
for assignments and assessment discussed in paragraph 6.6.)
• ASSIGNMENT
– You are the principal of Glowing Morning Centre for Early Childhood
Education. A very angry parent confronts you, demanding answers to
questions such as:
– “What is this free play in the daily programme? I see it covers most of
the morning – is something happening during the so-called free play
or is my daughter, Dikeledi, wasting her time playing?”
– You decide to write a three- to four-page (600-800 words) article for
the Glowing Morning Parent Newspaper, the school’s monthly parent
newsletter, on
Free play: What do we do!
• Use the following headings to organise your article:
(a) Define in your own words “free play”, as part of the daily
programme. (10)
(b) The purpose of free play in the daily programme. (20)
(c) The role of the teacher during free play. (20)
• You also decide to add the following two short articles, not longer
than one page each, on the following topics:
(d) How you, as a teacher, need to respond if you suspect a case of
child abuse or neglect in your group. (If possible, also talk to a
social worker to gain more insight.) (15)
(e) What do we use assessment results for in an ECD centre? (10)
Be as creative as you like with your newsletter!!
Free play: What do we do!
• Use the following headings to
organise your article:
(a)Define in your own words “free play”,
as part of the daily programme. (10)
SG 1, S.U. 3 p. 27
CH 1, p.11
Free play: What do we do!
(b) The purpose of free play in the daily
programme. (20)
SG 1, S.U.3 p. 28
CH 1 p. 11 & 12
Free play: What do we do!
(c) The role of the teacher during free
play. (20)
SU3, p.28
CH 1, p. 12
(d) How you, as a teacher, need to
respond if you suspect a case of
child abuse or neglect in your group.
(If possible, also talk to a social
worker to gain more insight.) (15)
NB: WCED link:
http://wced.pgwc.gov.za/documents/ab
use_no_more/abuse_31.html
SG 2, SU 1, p 15.
FROM WCED link:
The management of suspected child abuse
3.1.1 Flow chart of the process where an educator suspects child abuse:
The flow chart below shows the course to be followed by the various role-players responsible for managing child abuse.
3.1.2 The identification of suspected child abuse
3.1.2.1 Information-gathering
There are various reasons why children do not discuss child
abuse. It is therefore the duty of the educator to be mindful of
the symptoms and characteristics of child abuse and to be
able to identify them.
Note to the educator:
The following symptoms and characteristics of physical
abuse, neglect, abuse, emotional abuse and rape trauma
syndrome are provided to help you identify these different
forms of child abuse.
•Note to the educator:
Use the following procedure to identify possible incidents of child abuse:
Start gathering information as soon as you suspect child abuse. Continue to do so
consistently, and document all information gathered. Treat all this information as
confidential.
•Discuss your suspicions and the information that you have gathered with the institution
manager (unless she or he is possibly implicated).
•Ensure confidentiality by opening a separate file for the particular learner. This file
must be kept in the strongroom or safe (see note after Step 9, paragraph 3.2.1.2 in
Section 3: Part 2).
•The institution manager and the educator must consult the list of criteria (see the
tables above) to verify the information before making any allegations of child abuse.
•Remain objective at all times and do not allow personal matters, feelings or preconceptions to cloud your judgement.
•Note to the educator:
Any information to do with child abuse is confidential and must be handled with great
discretion.
•The reporting and investigation of child abuse must be done in such a way that the
safety of the learner is ensured.
•Justice must not be jeopardised, but at the same time the support needed by the
learner and her or his family must not be neglected.
3.1.3 Management procedures when child abuse is suspected by the
educator:
Step 1 Report your suspicions to the institution manager.
Note to the educator:
Section 15 of the Child Care Amendment Act 96 of 1996 states that a
physician, nurse, social worker, or educator must report child abuse or the
suspicion of child abuse. Educators are legally protected if their actions are wellintentioned. Failure to report child abuse or the suspicion thereof will be
prosecuted.
Step 2
• The institution manager and the educator will
discuss the observations or incident with the H:
SLES at the EMDC (for the attention of the school
social worker) who will help the institution to
determine whether there are reasonable grounds
to suspect child abuse, and to advise on which
external role-players to involve in the process,
such as the local welfare organisation(s) or the
local social worker of the Department of Welfare,
the SAPS, the Child Protection Unit, and (if an
employee is involved) Labour Relations.
•Step 3
If there are reasonable grounds for suspecting child abuse (as confirmed by, for example,
an external role-player who is involved in the process), the institution manager will discuss
the matter with the parents or caregivers (unless the parent or caregiver is the suspected
abuser) and
•report the case or incident to the H: SLES at the EMDC, who will keep a confidential
record of all such cases or incidents.
Note to the educator:
If it appears that the learner and/or her or his family require support (e.g. by the TST or by
the Specialised Learner and Educator Support component at the EMDC), the institution
manager must ensure that this support is provided and sustained. If the institution
manager is the suspect, the educator must report directly to the H: SLES at the EMDC.
Step 4
The institution manager will maintain contact with the internal and external role-players and will forward
a report to the H: SLES on progress in the matter.
Note to the educator:
Internal support (if needed) could be provided by the TST, e.g. in helping academic progress, or by the
Specialised Learner and Educator Support component at the EMDC, e.g. in providing psychological or
emotional support.
Note to the educator:
The best interests of the learner are paramount in every incident that involves her or him. It is therefore
important to manage any suspected abuse effectively in order to protect the learner and the educator
from additional and unnecessary trauma. The trust that the learner will experience and develop in you,
as well as in the process (including the support provided) at this stage, will largely determine whether
she or he will be prepared to lodge a complaint or disclose information.
(e) What do we use assessment
results for in an ECD centre? (10)
CH 3, p. 57 – definition of assessment
SG 2, SU 1 p.3-6 Purpose of assessing
CH 3, p.58-59 Reasons for assessment
Purpose of assessment / Reasons for
assessment
SG p. 3-6
CH 3, p.58-59
(3) Planning
your teaching
(4) Improving
your teaching
(1) Assessment
of the child’s
level of
development
(2) Parent
Guidance &
Assistance
(1) Assessing
of l’s level of
development
(2) Providing
guidance and
assistance to
parent
(3 & 4) Improving
the teaching of
learners