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HED4808 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 22 January 2025; 100% TRUSTED Complete, trusted solutions and explanations. R48,21
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  3. University Of South Africa
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  5. Perspectives and pedagogies in the early years

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HED4808 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 22 January 2025; 100% TRUSTED Complete, trusted solutions and explanations.

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HED4808 Assignment 4 Portfolio (COMPLETE ANSWERS) 2025 - DUE 22 January 2025; 100% TRUSTED Complete, trusted solutions and explanations.

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  • January 6, 2025
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  • 2024/2025
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,HED4808 Assignment 4 Portfolio (COMPLETE
ANSWERS) 2025 - DUE 22 January 2025; 100% TRUSTED
Complete, trusted solutions and explanations.
QUESTION 1: (40) Critically review the dialogue above- and
use appropriate motivation to support your views. Your answer
should not be more than 5 pages long: 1.1 Motivate your reasons
why you think/ the professor’s perspective on the content of the
module is valid or not. Use literature to support your answer
(10) 1.2 Motivate with reasons too why you think the student's
perspective on addressing the content of the module is valid or
not. Use literature to support your answer (10) 1.3 If you were in
the ECD theories module- how would you like to see the issue
being resolved- that would ensure that all epistemologies are
well represented in the module. Support your answer with
relevant examples and sources (10) 1.4 Apply your
understanding of Indigenous knowledge systems by defining it
and explaining its relevance in the curriculum of Higher
Education institutions. Cite sources used in answering the
questions. (10) SECTION B The following scenario is based on
an interaction between an ECD teacher and children. Read the
story carefully and answer the questions that follow with
motivation. Adhere to the guidelines as shared at the beginning
of this document. NB: Your answer should not be more than 3
pages long. SCENARIO: Ms. Modise is a seasoned Grade 1
teacher with over a decade of experience. While she has
traditionally used the same teaching strategies, recently she
noticed a decline in her learners’ ability to grasp concepts. In a
new robotics lesson, she introduced a task where learners had to

, build tall towers from Legos and wooden blocks, part of the
curriculum additions by the Department of education.
HED4808/ASSESSMENT 4/0/2024 9 As Ms Modise moved
around the classroom, she noticed Tshepo’s group uniquely
constructing the tower. Despite her attempts to guide them
towards a ‘correct’ method, the group persisted in their
approach, showing a strong sense of agency and empowerment
in their learning process. This situation challenged Ms Modise’s
teaching methods and perspective on childhood.


SECTION A
1.1 The Professor's Perspective on the Content of the
Module
In critiquing the professor’s perspective on the content of the
Early Childhood Development (ECD) module, it is essential to
consider both the academic and pedagogical frameworks that
might guide their views. The professor may emphasize certain
methodologies or content within the module that align with
traditional Western educational practices or emphasize specific
educational theories. For example, the professor might prioritize
Piaget’s or Vygotsky’s theories, focusing on cognitive
development and socio-cultural interactions respectively. If the
professor disregards non-Western epistemologies or fails to
integrate indigenous knowledge systems, their perspective might
be seen as incomplete, especially in the context of a globalized
education system.

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