PED3701 EXAM
PACK 2022
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QUESTION 1
1.1 Read the following extract and answer the questions given below.
In the first five years of life an evolving experience occurs in the child's mind-body complex
which precedes action and influences what the child will do in a given situation. As the child
develops cognitively, emotionally, and physically, there is a growing ability to evaluate a
situation and anticipate the consequences of behaviour before choosing an action. One of the
most significant variables that will influence the outcome of the child's evolution is the child's
concept of self. The child who has either a negative sense of self, or is experiencing
uncertainty concerning personal worth, is more likely to respond inappropriately to life's
decisions. The child who holds a negative view of self is likely to project this element of
uncertainty concerning self onto the environment, thus provoking responses that, in effect,
reinforce this negative view of self. In contrast, the child who holds a positive view of self is
much more likely to project feelings or competence onto the environment, initiating
constructive actions and producing positive responses. It is in the early years that patterns for
life are most likely established. Though not unchangeable, modifications of these patterns or
attitudes towards self are not easily achieved.
(Taken from Gouws 2019)
1.1.1 Distinguish between self-concept and self-esteem as dynamic structures in
adolescents' development. (4)
1.1.2 As the self-concept differentiates, so does the self-esteem. Describe the
interaction between self-concept and self-esteem by referring to the importance
of both concepts. (6)
1.1.3 What advice would you give to a teacher to enhance the self-esteem of the
learners in his/her classroom? (10)
1.2 Teachers can have a positive influence on adolescents' personality development by
being aware of their behaviour towards their learners. How can you as a teacher
facilitate adolescents' personality development? (5)
(25)
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QUESTION 2
2.1 List Piaget’s four stages of cognitive development in children and describe how each
stage is different from the others in terms of a child’s cognitive abilities. (8)
2.2 Which theory encourages groupwork? Why does this scientist see it as important? (3)
2.3 Sternberg proposed the triarchic theory of human intelligence. Which intelligence does
he consider to be the most important? Why do you say so? (2)
2.4 Discuss the relationship between Bronfenbrenner's ecological theory and the factors
that influence intelligence. (12)
(25)
QUESTION 3
Born in Kasungu, Malawi, William Kamkwamba is a young schoolboy who comes from a family
of farmers who live in the nearby village of Wimbe. William also dabbles in fixing radios for his
friends and neighbours and spends his free time looking through the local junkyard for
salvageable electronic components. Although he is soon banned from attending school due
to his parents' inability to pay his tuition fees, William blackmails his science teacher (who is
in a secret relationship with William's sister) into letting him continue attending his class and
have access to the school's library where he learns about electrical engineering and energy
production.
By the mid-2000s, failing crops due to drought and the resulting famine have devastated
William's village, leading to riots over government rationing and William's family being robbed
of their already meager grain stores. People soon begin abandoning the village, and William's
sister elopes with his former teacher in order to leave her family "one less mouth to feed".
Seeking to save his village from the drought, William devises a plan to build a windmill to
power an electric water pump that he had scavenged earlier. William builds a small prototype
which works successfully, but to build a larger windmill, William requires his father, Trywell, to
give permission to dismantle the family bicycle for parts, which is the only bicycle in the village
and the family's last major asset. His father believes the exercise futile and destroys the
prototype and forces William to toil in the fields. After William's dog dies of starvation and hope
seems lost, William's mother, Agnes, intervenes and urges his father to reconsider. William
and his father reconcile while William buries his dog. With the help of his friends and the few
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remaining members of the village, they build a full-size wind turbine which leads to a
successful crop being sown.
Word of William's windmill spreads and he is awarded a scholarship to attend school,
ultimately receiving a degree from Dartmouth University.
(Taken from Wikipedia 2020)
3.1 Urie Bronfenbrenner (1975) developed the ecological systems theory in which he
defined development as a function of the interaction between the development of a
person and the environment in which the person lives. He believes that this is a
dynamic process where all aspects of the environment affect a person and a person
affects all aspects of his/her environment. In other words, he explains how a child's
growth and development is affected by the mutual influence between the child and his
environment.
3.1.1 Name and discuss each of these systems. (10)
3.1.2 Provide an example of each system from William's story. (5)
3.2 Discuss the importance of adolescent relations with parents that facilitate their
development into adulthood. (5)
3.3 How did William Kamkwamba's relations with his parents influence his development
according to the scenario? (5)
(25)
QUESTION 4
Lynette was born with HIV and diagnosed at birth in 1990. Her chances of survival were
incredibly slim. She lived in hospitals the first several years of her life. She has been on most
HIV treatment regimens. She was constantly educated about HIV, but trying to understand it
was so hard. Before she was eight, she lost both parents to AIDS. She had hepatitis C for a
while, but was undetectable since high school. She graduated in 2009 and lived a 'normal' life.
She went to university but always kept her status secret for fear of rejection. She even
considered suicide as she felt that there was no reason to live.
(Taken from "Avert" 2009)
4.1 What is the difference between HIV and AIDS? (2)
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