15/06/2021 PED3701 – The

Adolescent
Assignment 2 - 790191

J Maree - 59413875
59413875MYLIFE.UNISA.AC.ZA
Contents
Question 1 .................................................................................................................................................... 3
Tim, a grade 9 learner refuses to do his homework. He believes nothing he does will make any
difference, and he sees himself as doomed to fail in school. He enjoys being in nature, and not in the
classroom. He battles to focus his attention on the here and now. ........................................................ 3
1.1 How can you, as a teacher, enhance his self-esteem? ................................................................... 3
1.2 How can you, as a teacher, motivate Tim? .................................................................................... 3
1.3 Which one of the multiple intelligences best describes Tim? ........................................................ 4
1.4 Which teaching and learning strategies, and assessment tools and techniques may be useful in
the classroom in order to assist Tim?................................................................................................... 4
Question 2 .................................................................................................................................................... 5
A Grade 8 student comes to you, as her teacher, and tells you that she wishes to kill herself. .............. 5
2.1 Define suicide. ................................................................................................................................ 5
2.2 How should you respond in this situation? .................................................................................... 5
2.3 Which factors, according to the prescribed book, might be at play in adolescent suicide? .......... 5
Question 3 .................................................................................................................................................... 7
3.1 In the prescribed book, reference is made to five (5) psychologists with different theories on
cognitive development. Discuss the main contribution each has made, using your own words. ....... 7
Piaget’s development approach........................................................................................................... 7
Vygotsky’s sociocultural theory ........................................................................................................... 7
Sternberg’s approach ........................................................................................................................... 7
Feuerstein’s approach .......................................................................................................................... 7
Gardner’s approach .............................................................................................................................. 7
3.2 Why do you think Bronfenbrenner’s theory is important for teachers? ........................................... 8
Question 4 .................................................................................................................................................... 9
4.1 The peer group plays a crucial role in the socialization of adolescent and has several functions. Name
and discuss each of these functions. ........................................................................................................ 9
Emancipation........................................................................................................................................ 9
Search for an individual identity .......................................................................................................... 9
Social acceptability and support .......................................................................................................... 9
The peer group as a reference and experimentation base .................................................................. 9
Competition.......................................................................................................................................... 9
Social mobility .................................................................................................................................... 10
Recreation .......................................................................................................................................... 10
Conformity ......................................................................................................................................... 10
4.2 Define information processing. ........................................................................................................ 10
4.3 Name and discuss the different stages for remembering. Provide an example other than the ones
given in the prescribed book. ................................................................................................................. 10
External memory aids......................................................................................................................... 10
Rehearsal ............................................................................................................................................ 10
Organisation ....................................................................................................................................... 11
Elaboration ......................................................................................................................................... 11
Question 1
Tim, a grade 9 learner refuses to do his homework. He believes nothing he does
will make any difference, and he sees himself as doomed to fail in school. He
enjoys being in nature, and not in the classroom. He battles to focus his
attention on the here and now.

1.1 How can you, as a teacher, enhance his self-esteem?

Value and accept Tim’s attempt in trying to do his homework, motivate him to not refuse
to do his homework for it will benefit him, in time.
Acknowledge his efforts with positive remarks such as “well done” or “That’s a very good
answer” – This will motivate him to put in more effort with his homework for he feels as if
he is doing something correct.
Encourage Tim to compete with his own level of achievements and not those of others.
All learners are different, their abilities are also different.
Handle each learner the same, do not have favorite learners, all of them are equal.
Set reasonable tests that build on prior knowledge and has relevance towards learners’
interest.
Allow Tim to express himself and his views even when they differ from those presented
by the current lesson, as long as there is logical reasoning.

1.2 How can you, as a teacher, motivate Tim?

By making use of extrinsic motivation patterns. Given the fact that Tim does not believe
in himself and does not think he is capable of so much more when you put your mind to
it. These learners have to be impelled. The individual is not enthusiastic and must be
constantly chastised or persuaded to complete the work. The extrinsically driven
individual has little initiative or originality.
By rewarding the learner with positive reinforcements whether it be a verbal gesture or a
gift reward, this may encourage the learner to improve their attitude towards their work by
feeling motivated. Giving individual recognition and attention.
Make use of group work to encourage Tim to interact more with his peers and ensuring
that he feels as if he belongs. By providing immediate and frequent feedback on learners’
work will ensure that they are fully aware of what is expected of them and where they
should pay more attention.
Encourage learners to break down long-term goals into short-term goals in order to
ensure that goals are met easier and faster to motivate them/Tim to work harder when
seeing the given outcome. Ensure that all learning is relevant and that learners can relate
to it, by doing this one ensures that learners are intrigued and learning is made fun.

1.3 Which one of the multiple intelligences best describes Tim?

Naturalistic Intelligence

1.4 Which teaching and learning strategies, and assessment tools and
techniques may be useful in the classroom in order to assist Tim?

The appropriate teaching strategy for Tim is designing for him individualized learning
programmes that fit his health condition. Active learner's involvement in the teaching-
learning process can also be used to make him concentrate in class. This is achievable
by engaging him physical through arrangement of learning materials like apparatus, etc.
Question 2
A Grade 8 student comes to you, as her teacher, and tells you that she wishes to
kill herself.
2.1 Define suicide.
Suicide is defined as the deliberate act of causing one's own death. Mental disorders
(such as depression, bipolar disorder, autism spectrum disorders, schizophrenia,
personality disorders, and anxiety disorders), nihilism, physical disorders (such as chronic
fatigue syndrome), and substance use disorders (such as alcohol use disorder and
benzodiazepine use and withdrawal) are all risk factors.

2.2 How should you respond in this situation?

The first step in assisting learners that have suicidal thoughts is to take them seriously.
Enhance their self-concept through encouragement, caring, focused attention and warm
personality regard. By ensuring they know they can feel comfortable around you that you
are a “save place” where they can open up about how they are feeling that you, as a
teacher, will do all you can in order to make them feel save. Reach out to health-care
practitioners that have the relevant knowledge to know how to deal with these types of
situations in order to ensure the learner gets the relevant attention and treatment.
Be observant and sensitive towards the matter and help and support them to cope with
the challenges they face. It might seem small and irrelevant to you, but to them, it’s kind
of a big deal. Encourage the learner to develop a special interest or skill that can serve
as an inner source of pride and self-esteem. By encouraging them to develop such a skill
it can assist them in placing their focus on something other than the negative thoughts
they may have, it can also help lower stress levels by focusing on something other than
your problems.
Encourage them to form an effective support network that encourages them to express
their feelings constructively without any judgement. Approach these learners and their
problems with the utmost respect to avoid further stress.

2.3 Which factors, according to the prescribed book, might be at play in

adolescent suicide?

• Disturbed family backgrounds.

• The absence of a warm, parental figure with whom to identify, and feeling
emotionally and socially isolated.
• Depression
• Alcohol and substance abuse.
• Stress
• Personality factors.
• Following the examples of others who have committed suicide.
• Disorder-related factors.
• Interpersonal problems.
• The need to attract attention or sympathy, or manipulate others.
Question 3
3.1 In the prescribed book, reference is made to five (5) psychologists with
different theories on cognitive development. Discuss the main contribution
each has made, using your own words.

Piaget’s development approach

He is well renowned for his detailed descriptions of how children think at various stages
of their life. As a result, his theory focuses on how infants acquire knowledge via
interaction with the world. People, according to Piaget, continuously adapt to their
surroundings and utilize their thoughts to organize the world in ways that they can
comprehend. Constructivism is represented through Piaget's theory of development.
Constructivism is a perspective on cognitive development that emphasizes humans'
active participation in creating their own knowledge of reality.

Vygotsky’s sociocultural theory

All higher cognitive functions are thought to have their origins in social interaction.
Intelligence, according to Vygotsky, originates in the social environment and moves
inward: intelligence does not originate within an individual, but rather in the relationship
between individuals and the world around them. Many of the genuinely significant
discoveries that children make, according to Vygotsky, happen when a skilled tutor and
a novice learner have a conversation, which is referred to as collaborative or directed
learning.

Sternberg’s approach
In terms of function and level, Stenberg's method was merged with numerous others to
classify intelligence. The term "functions" refers to the actual work that intelligence
components accomplish, whereas "level" refers to the degree of complexity or difficulty
of the planning or decision-making that is being done. Sternberg is one of the few people
who emphasizes creativity as a form of intelligence.

Feuerstein’s approach
The most important feature of Feuerstein's method is that he assigns equal weight to both
parties in the educational act (the student and the instructor). People, he believes, are
open systems with receptivity as a core attribute.

Gardner’s approach
Intelligence, he says, is "a biopsychological capability to process information that may be
triggered in a cultural situation to solve issues or generate products of cultural worth."
This definition places intelligence in the realm of what individuals can accomplish and
produce in the actual world.
3.2 Why do you think Bronfenbrenner’s theory is important for teachers?
In understanding a systematic approach of human and social development. His
bioecological hypothesis explains why children grow differently, as well as which parts of
development are in the control of the kid and which are not. It examines not just the
biological aspects of development, but also the ecosystem and environment in which it
occurs.
His approach is crucial for educators to grasp because it enables them to form basic
relationships with their pupils and to develop a communication-rich classroom that
includes parents. Bronfenbrenner's study also demonstrates how the children's
environment and culture have a significant impact on their development.
Media, school and governmental legislation, and a child's community may all influence
how he or she grows up. Bronfenbrenner devises three distinct systems (microsystem,
exosystem, and macrosystem) that can function independently on the kid, as well as in
concert. The occurrences in the child's microsystem are under his or her control, while
the exosystem and macrosystem are beyond his or her control. Bronfenbrenner explains
how each system is important for a child's development, and how real-life situations may
be linked to a certain system.
A child's microsystem shapes events such as peer connections, parental connections,
and teacher connections. Events in a child's neighborhood or community all have an
impact on his or her exosystem. The macrosystem of a kid shapes societal expectations
and standards.
Bronfenbrenner's theory has created a framework for parents and teachers to create good
interactions and offer a positive environment for their children. It will help the youngster
to develop and flourish to his or her highest potential feasible with quick interactions and
a favorable atmosphere.
Question 4
4.1 The peer group plays a crucial role in the socialization of adolescent and has
several functions. Name and discuss each of these functions.
Emancipation
Adolescents benefit from the peer group because it provides them with a support
system that allows them to progressively develop independence from their parents.
They must learn to stand on their own two feet and make their own choices. They
also start to express their feelings and views with their peers rather than their
parents. They move their safe haven from their parents' house to their peers'.

Search for an individual identity

Adolescents come to realize that they must cut their links with their parents and
conduct their lives as self-sufficient people throughout the emancipation process.
They need to show that they can stand on their own two feet. The peer group
provides them with the chance to gain primary status and provides comments on
their personality, look, and behavior.

Social acceptability and support

Adolescents' demands for companionship and friendship are met by the peer
group, which acts as a socializing agent. It allows them to hone their social abilities
via personal connection and communication with people of the opposite gender.
They value group approval and popularity at this point because they are afraid of
loneliness, which they interpret as a sign of social isolation.

The peer group as a reference and experimentation base

In the sense that it assists members in determining how well or poorly they are
doing in life, the peer group serves as a reference. Adolescents have the option to
learn new roles and experiment with them within their peer group. As a result,
members have the chance to experiment with different behavior patterns using
their peers as a reference group, and to change them if the feedback is bad.

Competition
Adolescents have the chance to fight for a position in society on an equal footing
with members of their own age group in a peer group. Adolescents discover what
they are capable of in collaboration with others by analyzing themselves and
others. Healthy and reasonable peer rivalry is also a vital part of preparing for adult
life, which is extremely competitive in all fields, particularly in the workplace.
Social mobility
Teenagers can connect with other adolescents from varied backgrounds through
peer groups, which come in a variety of formats. As a result, social mobility affects
not just various genders, but also races and socioeconomic strata. Adolescents
can get to know each other better at school or in youth clubs, and they may affect
each other in the same manner.

Recreation
Adolescents can participate in sports activities as part of a group. Adolescents'
heightened reliance on peer group attraction leads to their spending practically all
of their free time with them, and they feel deeply upset and alienated when they
are disallowed to go out with the group.

Conformity
As a result of their desire to be accepted, teenagers are more motivated to follow
the group's ideals, norms, and behavior. Although conforming behavior is more
widespread in adolescence than in any other stage of life, adolescents differ
significantly in their levels of conformity. It's also true that everyone conforms to
societal norms in different ways. Five types of peer status can be distinguished:
- Popular
- Average
- Neglected
- Rejected
- Controversial

4.2 Define information processing.

A method for students to acquire, preserve, and apply knowledge.

4.3 Name and discuss the different stages for remembering. Provide an example
other than the ones given in the prescribed book.
External memory aids
Prompted by something outside the person.
Such as: writing on the back of your hand, using clocks, oven timers, alarms, etc

Rehearsal
Conscious repetition – repeating something to yourself to ensure remembrance.
When trying to remember a sequence, one makes use of rehearsal, saying the
order of the sequence (images/colors) out loud.
Organisation
Grouping by categories – mentally placing information into meaningful categories
Placing fruits and vegetables both in their own category.

Elaboration
Associating items to be remembered by something else, like a phrase
Remembering a certain song that is associated with a movie.