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PED Assignment 2 June 2020

This document is Monica Swartz's assignment for her PED 3701 module. It contains her cover page with details of the assignment such as her name, module code, lecturer's name, assignment number, and contact details. The document then provides a table of contents and answers questions 1 and 2 of the assignment. Question 1 discusses adolescent vulnerability to accidents, Vygotsky's zone of proximal development, signs of emotionally mature behavior, components of moral development, and characteristics of creative individuals. Question 2 discusses Piaget's formal operational thought and identity formation.

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37 views

PED Assignment 2 June 2020

This document is Monica Swartz's assignment for her PED 3701 module. It contains her cover page with details of the assignment such as her name, module code, lecturer's name, assignment number, and contact details. The document then provides a table of contents and answers questions 1 and 2 of the assignment. Question 1 discusses adolescent vulnerability to accidents, Vygotsky's zone of proximal development, signs of emotionally mature behavior, components of moral development, and characteristics of creative individuals. Question 2 discusses Piaget's formal operational thought and identity formation.

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monica swartz
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 9

Monica Swartz

Title: Assignment 2

Module Code: PED 3701

Lecturer’s name: Dr CL Weber

Assignment number: 751900

Date: 18 June 2020

Email: [email protected]

Cell number: 0838781068


Table of contents

Cover page………………………………………………………………..

Table of content…………………………………………………………..1

Question 1…………………………………………………………………2 - 4

Question 2…………………………………………………………………3 - 7

References………………………………………………………………...8

1
QUESTION 1

Explain the following aspects in your own words for five (5) marks
each.

1.1 Discuss adolescents’ vulnerability to accidents.


The vulnerability to accidents during adolescents is a health hazard especially among
boys. Many accidents are caused by daring to take risks and being careless. Some
regard experimentation with alcohol and drugs as a sign of adulthood and are involved
in accidents as a result of substance abuse. Adolescents believe that they are special,
that bad things happen only to others. They feel that they are immune, exempt and
even immortal. Accidents account for over a third of adolescents death around the
world. The vulnerability of adolescents stems partly from their tendency to take risks
and test the boundaries of socially acceptable behaviour. They are in the state of
establishing an autonomous identity and may experiment with alcohol, tobacco and
other substances, or engage in risky behaviours that can lead to injuries or health
problems. ( Executive Summary 2011).

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

1.2 What does Vygotsky mean by the phrase “zone of proximal


development (ZPD)”?
ZPD refers to the range of tasks that are too complex to be mastered alone. It can only
be grasped or accomplished with adult guidance or in collaboration with more capable
peers. (Vygotsky 1978). This is where teachers and adults play a central role, where
social action takes place for facilitating development. The ZPD also refers to where a
mediator performs the function of providing intellectual scaffolding for the learners so
that they can become independent learners. This means that the mediator helps the
learner by setting problems and then providing clues to possible solutions. Thus
Vygotsky’s ZPD has led many teachers to realise that good learning does not develop
naturally, but happens in association with other people.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2
1.3 Name five (5) signs that may indicate emotionally mature
behaviour in adolescents.
❏ Being aware that the expression of emotions plays an important role in
relationships. They refrain from emotional outbursts in front of others.
❏ Adaptively coping with negative emotions by using self regulatory strategies that
reduce intensity. They blow off steam in a suitable place and in a socially
acceptable way at an appropriate time.
❏ Understanding that inner emotional states do not have to correspond to outer
expressions, that is understanding. They evaluate a situation critically before
reacting to it.
❏ Being aware of one's emotional states without becoming overwhelmed by them.
They understand and empathise with others’ emotions and accept, and share
their feelings.
❏ Being able to discern others’ emotions. They give without constantly wanting to
receive in return.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

1.4 Discuss moral development in adolescence under the following


headings:

1.4.1 Define moral development.


Morals are therefore an individual’s evaluation of what is right and wrong. Moral
development can be described as the development of moral judgement and behaviour.
Moral judgement is the reasoning and decision making about moral issues (Steinberg et
al.2011)

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

1.4.2 Provide the three (3) basic components of morality and briefly
explain what each component means.
❏ Affective component: It consists of feelings that surround right/ wrong actions that
motivate moral thoughts and actions.

3
❏ Cognitive component: How one conceptualises right/ wrong and makes decisions
about how to behave.
❏ Behavioural component: Reflects on how one behaves in situations where
morals are concerned.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

1.5 What are the main characteristics of creative individuals?


❏ A readiness to work hard and work long hours.
❏ Intelligence, which is usually above average, though not necessarily in the upper
limits, for creativity is not dependent on intelligence alone.
❏ Fluency regarding repetition and processing of existing information.
❏ Originality to produce extraordinary ideas, solve problems in a unique way and
use things in an exceptional way, often occurs through sudden insight and is
linked to power of the imagination to break away from fixed and inflexible
perceptions.
❏ Open to new ideas, self -confident, impulsive, ambitious, driven and hostile.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

1.6 Discuss the basic principles teachers should bear in mind when
dealing with the suicide ideation and attempts of adolescents.
❏ Be observant and sensitive in order to help and support your learners cope with
challenges, such as depression and anxiety.
❏ Take their suicidal thoughts and actions seriously.
❏ Enhance adolescents self-concept whenever possible through encouragement,
caring, focused attention and warm personal regard.
❏ Use proactive interventions and problem-solving to avoid unnecessary stress.
❏ Acknowledge adolescents to express their feelings constructively.
❏ Seek help from health-care practitioners, such as a psychologist and a
psychiatrist.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

4
QUESTION 2

2.1. Discuss formal operational thought according to Piaget under the


following headings:

2.1.1 Abstract thought


It is a comparison between adolescents in the concrete-operational phase and those in
the formal-operational phase. Adolescents are more dependent on direct personal
experience and comments. They have less advanced spatio temporal mobility. They are
less critical about themselves. They begin to display an understanding of the rationales
intentions and behaviours of other people and start to question them. Adolescents
questions and examines social, political and religious systems. They are capable of
reflecting on their own ideas and they try to penetrate the conceptual world of others.
They want to be aprt of a group.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.1.2 Propositional thought


Piaget sees the relationship between reality and possibility as the primary
characteristics of the formal operational stage. Piaget also maintains that the possible is
primary and the real is secondary for the adolescent. It is decisive for the other
characteristics of this phase. The importance of language for formal-operational thought
can hardly be overestimated. Education, experience and personality are important
factors in reaching this stage of mental competence. Adolescents with this mental
capacity are capable of understanding and making use of metaphor satire and double
meanings and they can appreciate and make use of subtle nuances of humour.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.1.3 Hypothetical-deductive thought


It is also known as combinatorial thought. Adolescents who are capable of
hypothetical-deductive thought have the ability to isolate all the variables that are
involved in systematically solving a problem, and then combining them to determine
their individual influence. Thus hypotheses are formed to answer questions or solve a
problem. Adolescents who have reached this phase are able to formulate and test

5
hypotheses then compare results in a formal and scientific manner.
Hypothetical-deductive thought is important for studying science and is of great
importance for researchers.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.1.4 Interpropositional thought


These adolescents can test for logical consistency, and can identify inconsistencies
between statements. In addition to testing verbal statements adolescents in this phase
understand direct or indirect relationships. Adolescents who reach the formal
operational phase begin to understand the inverse proportionality or balance between
weight and distance without necessarily having to experiment with material objects to
prove it. Adolescents in the concrete-operational phase would perform experiment by
trial and error.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.2. Discuss identity formation under the following headings:

2.2.1 A definition of identity.


Identity can be defined as the meaning that a person attached to himself or herself as a
person. This means that it is an answer to the question, “Who am I”.? The adolescent’s
well organised self-descriptions and differentiated sense of self provide the cognitive
foundation for forming an identity. Identity is therefore knowing who and what one is and
the knowledge that one is distinguishable from others. (Van den Aardweg 1988). Identity
is a sense of the self and is concerned with those elements of character or personality
that are distinguishing.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.2.2 The development of a distinct identity in adolescence.


Identity formation is a lifelong and largely unconscious process. The roots of one’s
identity can be traced back to the early experiences of mutuality between the mother

6
and the infant. Identity formation continues throughout childhood through a process of
selection and assimilation of childhood identifications. The adolescents experiments
with a variety of identities, endlessly examines the self, as well as occupations and
ideologies, fantasises about roles and indulges in identifications with other people and
heroes. Identification can be seen as an activity that the adolescent is engaged in with a
view to reconciling the self-image and ideal image.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.2.3 Explain the interaction between the self-image and the ideal
image.
Self image: The adolescent’s perception of himself or herself at a particular time.
Ideal image: Represents what the adolescent would like to be, for example members of
their peer group or with other admired figures, and to temporarily lose their own identity.
That is why some adolescent groups all dress alike have the same hairstyles and talk
and act in the same way.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

2.2.4 Explain the moratorium on identity development and indicate


how it can help the adolescent during identity development.
Moratorium on identity development, during which to find themselves and their roles as
future adults. This moratorium may also partly explain the public’s tolerance of students'
pranks. During this period, adolescents also have to establish a gender role identity, an
occupational identity and on ethnic identity. By being aware of their prospective role in
the career world, or as a marriage partner and member of a particular cultural group.

Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

7
Bibliography

● Gouws, E. 2019. The Adolescent. Unisa custom edition. Cape Town:


Pearson.

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