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PYC4805 Exam Prep notes FULL SCOPE 2021 Childhood development
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- University Of South Africa (Unisa)
PYC4805 Exam Prep notes FULL SCOPE 2021 Childhood development
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PYC4805CHILD AND ADOLESCENT DEVELOPMENT
EXAM SCOPE 2021
PLEASE NOTE: ACCORDING TO PYC4805 LECTURERS, WE HAVE TO OMIT THE
FOLLOWING AS PER TUT102/2021:
● Chapter 1: Theme 2
● Chapter 2: Theme 1
● Chapter 4: Theme 1
● Chapter 5: Theme 2
● Chapter 6: Theme 3
● Chapter 8: Theme 1
● Chapter 9: Theme 3
THUS WE WILL BE COVERING THE FOLLOWING IN THESE NOTES:
● GUIDELINES FOR EXAM
● Chapter 1: Theme 1
● Chapter 2: Theme 2
● Chapter 3: Theme 1 & 2
● Chapter 4: Theme 2
● Chapter 5: Theme 1
● Chapter 6: Theme 1 & 2
● Chapter 7: Theme 1 & 2
● Chapter 9: Theme 1 & 2
● Chapter 10: Theme 1
The framework for questions is also included: pay attention to key words such as "Define",
"research findings", "evaluate", "discuss" when you read the exam questions in the exam
session. (In these notes the blue writing indicates defenitions)
,TIP: TO ENSURE YOU ANSWER THE WHOLE QUESTION IN ALL ITS ASPECTS, ANALYSE
AND DISSECT THE QUESTION FIRST JUST LIKE I DISSECTED THE 'GUIDELINES' IN
THESE NOTES. I ADDED A NUMBER TO EACH POSSIBLE SUB-SECTION OF THE
GUIDELINE/QUESTION. EG. Look at the blue arrows - I added the (i) and (ii) to where I saw a
sub-section of the question. These two parts will be my headings in my answer. This ensures I
don't exclude anything from the question in my answer.
GUIDELINES FOR EXAM
Dear Students,
Kindly note that studying for this module requires more than studying the content of the
prescribed book chapter by chapter. While it is important to know what is the content of
chapters, as postgraduate students you are expected to acquire higher order level thinking.
Therefore, this module is not about cramming the information in the prescribed book, but it is
about application, critiquing, comparing, evaluating and developing insight into aspects of
human development (refer to Tut Letter 102/2021 for guidelines and support related to exam
preparation).
With this in mind you need to again take note of the following:
Criteria to be evaluated per
Comments per criteria
exam question
Contextualising the topic /
Depending on the questions, students may be required to briefly define
providing conceptual definitions
the salient concepts within the exam question, or provide a contextual
of salient concepts of exam
introduction to the relevance of the topic (as per the prescribed material).
topic/question
, Students must focus their essay / discussion in a focused manner, and
provide relevant information from their prescribed material. Students
should avoid answering the questions with general knowledge answers,
A focused discussion of a
assumed ‘common sense’ information and personal experiences. This
statement
requires answers to be integrated, relevant and related to scientific
evidence as per research findings in the relevant sections of prescribed
material (detailed in the guidelines in Tut 102)
This requires students to interrogate and critically discuss the validity of a
theory in relation to recent research findings / evidence as per prescribed
material. Students may provide their opinion, however, must be
grounded in theory and research findings. Personal opinions alone will
Questions requiring students to not suffice.
evaluate the validity of a
particular theory on the basis of To evaluate requires one to assess or ‘determine the value of’ something.
recent research findings/ This implies that students should refer to criteria against which they can
evidence assess the value of the topic/theory/framework asked in the exam
question. The end result should be the formulation of your own informed
opinion of the matter (supported by theory and research findings/
evidence). Evaluation usually implies comparison and should always be
substantiated, that is based on soundly formulated reasons.
Describe: Students are expected to provide an account of the
characteristics or properties of a matter in such a way that it provides a
clearly understandable account of the topic. A description should tell you
‘what it is like/what the topic is about’.
Discuss: This implies that there are various explanations of, or opinions
about, the topic you have to discuss. Students must therefore state what
these opinions/critiques/arguments are and show how and why they may
Describe, discuss and evaluate correspond or differ. ‘Discuss’ often involves weighing up arguments for
and against something.
Evaluate: This criterion is similar to a “critical discussion” in that students
are required to evaluate/assess or ‘determine the value of’ the theory/
topic as per exam question. This means that you should have criteria
based on theoretical underpinnings and research findings as per
prescribed material against which you can critically evaluate the topic.
A comparison between theories/theorists requires students to set out
how things differ from one another and in what ways they are similar. In
Critically compare theorists
other words, what makes the theories/theorists perspectives different
viewpoints / critically discuss
and/or similar, according to evidence based research as per prescribed
the topic / theories
material. A good critical comparison also provides reasons as the
differences/similarities and ‘why it is so’.
Also, when you are asked to refer to research findings and/or theories you do not need to
mention researchers' names and dates. But you should be able to validate your discussion by
referring to relevant research findings and theories.
Regards,
PYC4805 Tuition Team
, CHAPTER ONE
Theme 1
● Critical comparison of Erikson and Piaget’s views on child development
Guidelines
For this topic, you need to pay attention to three aspects:
(i) The basic assumptions of the two theories must be compared. Study both theories
carefully, noting similarities and differences.
(ii) The factors that influence or provoke further development according to the two theories
must be compared.
(iii) Considering both theories, you must form a holistic idea in your own mind of how
cognitive development takes place and come to a conclusion about the controversy
between Erikson and Piaget’s views about child development.
Hint: The comparison between the theories could be done in table format. Since you are
required to give a detailed comparison of the theories, you should be careful not to give
too much attention to certain aspects at the expense of others.
Erikson’s psychosocial tasks: in Erik Erikson’s theory, Piaget
these are the the unique challenges children face at Jean Piaget’s principle that from infancy to
specific ages. adolescence, children progress hrough four
qualitatively different stages of intellectual
growth.
(i) Basic Erickson proposed nine stages of life, the earlier of According to Piaget, children in the earliest
assumptions which overlap with Piaget's. Erikson's first stage, stages of life, from birth to 2 years, exist in
infancy, lasts from birth until 18 months and involves a sensory-motor stage, where they learn to
a child learning to trust the world and the people in it. move and operate their bodies as well as
Early childhood -- lasting until about the third year of begin to understand simple symbols. In this
life -- requires individuals to learn their own bodies, early stage, children are curious about their
skills and existence. During the play age, from 3 until environment and begin to learn how to
5, a child learns to create imaginative play situations interpret it in sensible ways. The next stage
and imagine new roles. In the school age, from 6 to is called preoperational thought and lasts
12, children gain confidence in their abilities and gain from the ages of 2 until 7. In this stage,
a sense of industry. From ages 12 to 18, the child children develop stable concepts, mental
experiences adolescence, during which she develops reasoning and imagination. What is distinct
an autonomous identity. The remaining four stages of and important about Piaget's views is that
Erikson's theory pertain to adulthood and are not he considered imagination and play to be
directly comparable to any of Piaget's interests crucial to enable every child to develop his
own sense of self and to foster healthy
learning habits.
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