HEC101V/201/1/2015

Tutorial letter 201/1/2015

BEd (Foundation Phase and ECD)
Development of the Young Child

HEC101V
Examination guidelines and Assignment
02 feedback
Semester 1
Department Early Childhood Education
IMPORTANT INFORMATION:
This tutorial contains important information regarding the
examination preparation.

Dear Student
In this tutorial letter youll find some guidelines for the examination. Also attached is some feedback for
Assignment 02.
1.

PRESCRIBED BOOK

Weinstein, E & Rosen, E (eds). 2003. Teaching children about health. 2nd edition. Belmont, CA:
Wadsworth/Thomson.

Definitions of "health", "health education" and " health promotion"

Common sources of stress

Safety at home

Nutrition

Physical fitness

Chronic illness

Criteria for determining appropriate learning experiences

Child abuse

HIV/AIDS

2.

EXAMINATION

2.1

EXAMINATION PERIOD: May/June and October/November.

myUnisa.

2.2

PREPARATION FOR THE EXAMINATION:

Dates will be available on

You will be informed of the precise date as soon as the examination dates are announced. You are
advised to start preparing for the examination well in advance. The assignments play an important part
in the preparation process since they have been compiled in such a way that you are required to work
through all the relevant tutorial matter systematically. It is in your interest to study consistently
throughout the year.

Start studying in good time.

Draw up a study programme and stick to it.
Be realistic when you draw up your study programme. Do not try to learn too much in one
session. Make sure that you have enough time for revision.
Make sure that you know WHERE, WHEN and AT WHAT TIME you are scheduled to write your
examination. Students who arrive on the wrong day, at the wrong time or at the wrong venue will
not be allowed to write a supplementary examination.
Read the question paper through carefully and make sure you understand what is asked. You
should analyse each question to establish what is expected of you. Many students are too hasty
and simply start to answer the questions without understanding exactly what is being asked.
Take note of the allocation marks for a particular question. One fact / idea usually counts one
mark.
First do the questions whose answers you know well. Go back to the questions you had problems
with. Your initial difficulties could be the result of stress. Tackle them again when you are calmer
and more at ease.
Do not repeat the same facts in a different way. Apply your knowledge. Give your own, original
examples and not those in the textbook.

EDT101G/201

Be positive about the examination. A degree of tension can be expected, but do not allow it to
get the better of you. Take a few deep breaths before you start answering the paper. This will
help you to relax.

2.3

EXAMINATION TERMINOLOGY:

It is important to understand what is being asked. You should therefore understand the meaning of the
keywords to be able to interpret the questions correctly.
Look at the verbs (action words). They state what you are supposed to do.
Name/List:
Only state the facts do not expand.
Describe (State, summarise, review, sketch):
Simply record how you see a particular phenomenon; give a brief condensed
statement.
Discuss:
This is a comprehensive term and includes others such as compare, motivate,
explain.
Compare:
Weigh different elements against one another and indicate similarities and
differences.
Motivate:
The emphasis is on the reasons for a particular decision or point of view. A certain
degree of elaboration is needed, but the main emphasis lies on the analysis of the
motives/reasons.
Explain:
Write explanatory notes.

2.4

WHAT TO STUDY FOR THE EXAMINATION:

The prescribed textbook: Weinstein, E & Rosen, E (eds). 2003. Teaching children about health.
2nd edition. Belmont, CA: Wadsworth/Thomson.

Tutorial Letter 501/2014 which serves as your study guide.

All tutorial letters for this module.

The assignments.

DO the STUDY TASKS, SELF-EVALUATION QUESTIONS, TEST YOUR KNOWLEDGE ACTIVITIES

2.5

THE FORMAT OF THE EXAMINATION PAPER:

You will write a two-hour paper.

The examination paper consists of the following:

multiresponse questions (multiple-choice)

long questions (paragraph length)

short questions (phrases or sentences)

3.

ASSIGNMENT FEEDBACK

3.1

ASSIGNMENT 02

(Compulsory)

FIRST SEMESTER:
Assignment 02
Closing date:
Unique number:

02 April 2015
583723

Important!
Sources:
Weinstein, E & Rosen, E (eds). 2003. Teaching children about health. 2nd edition. Belmont,
CA: Wadsworth/Thomson.
Tutorial Letter 101

Assignment 02 deals with the topic of HIV/AIDS, child abuse and stress.

"South Africa is reputed to presently have one of the fastest growing HIV/AIDS epidemics in the
world with approximately 5,7 million South Africans infected. Of these there are an estimated
280 000 children aged 0 14 living with HIV and approximately 1,4 million children aged 0 17
who have been orphaned by AIDS" (UNAIDS, 2008).
Write a 3 4-page article for a primary newsletter with information for parents explaining the
official school policy regarding HIV/AIDS (refer to Tutorial Letter HEC101V/102/3/2015).
(40 marks)

Plan three developmentally appropriate learning activities about the prevention of child abuse for
learners either in the foundation phase (Grade 1 to Grade 3) or in the intermediate phase (Grade
4 to Grade 7) indicating what you will include in each activity and making sure that you use a
variety of different learning strategies. Make sure that you clearly indicate for which grade
each learning activity is intended.
(30 marks)

Discuss common sources of stress in foundation phase OR intermediate phase learners and
explain how you can assist learners to cope with these sources of stress.
(30 marks)

EDT101G/201
NATIONAL POLICY ON HIV/AIDS

Non-discrimination and equality with regard to learners, students and educators with

HIV/AIDS

HIV/AIDS testing and the admission of learners to a school and students to an institution, or the
appointment of educators
o

Attendance at schools and institutions by learners or students with HIV/AIDS

Disclosure of HIV/AIDS related information and confidentiality

A safe school and institution environment

Prevention of HIV transmission during play and sports

Education on HIV/AIDS

Duties and responsibilities of learners, students, educators and parents

Refusal to study with or teach a learner or student with HIV/AIDS, or to work with or be
taught by an educator with HIV/AIDS

School and institutional implementation plans

Health and advisory committee

Implementation of the national policy on HIV/AIDS

Regular review

Application

Interpretation

Where this policy may be obtained

THREE APPROPRIATE LEARNING ACTIVITIES ABOUT THE PREVENTION OF CHILD ABUSE FOR
LEARNERS USING A VARIETY OF LEARNING STRATEGIES
The development of appropriate learning activities seemed to be a problem to students who do
not have any practical experience. You are encouraged to consult with educators in your field or
to form study groups to support one another.

COMMON SOURCES OF STRESS

THE STRESS OF GROWING UP:
Meeting personal goals

Self-esteem

Changing values

Social standards

Ability and personal competence

Competition with others

PHYSICAL, INTELLECTUAL AND PSYCHOLOGICAL STAGES OF DEVELOPMENT STRESS

HOME AND FAMILY STRESS:

Marital discord

Low social status

Overcrowding or large family size

Paternal criminality

Parental psychiatric disorder

Admission into the care of local authorities

Illness of family members

Divorce and introduction of new parental involvement

Hospitalisation of a family member or an accident

A new sibling

Financial difficulties

STRESS IN SCHOOL:

School adjustment

The learning process

Competition

Subject stress

Test anxiety

Parent involvement

TECHNIQUES IN THE CLASSROOM TO REDUCE STRESS:

Laughter and fun

Altering perceptions

Revising attitudes

Nutrition

Relaxation response

Good luck with the examination.

Regards
Mrs M Phajane
Tel: 012 429 2002
Email address: phajamh@unisa.ac.za

Mrs D Hannaway
Tel: 012 429 6601
Email address: hannad@unisa.ac.za
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