EDT304R/201/1/2019

Tutorial Letter 201/1/2019

Social Education

EDT304R
Examination guidelines and feedback on
Assignment 02

Semesters 1
Department of Early Childhood Education

This tutorial letter contains important information

about your module.

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Dear Student

This tutorial letter contains the following important information:

 Feedback on Assignment 01 is automatically marked on the system

 Feedback on Assignment 02
 Guidelines on and preparation for the May/June examination

1. FEEDBACK ON ASSIGNMENT 02

The answers to Assignment 02 are in the following sections of the specified chapters of your prescribed
book.

NB: SEE ATTACHED GUIDE FOR NASWERING QUESTIONS OF DIFFERENT TYPES

FIRST SEMESTER - ASSIGNMENT 2 (COMPULSORY)

QUESTION 1
1.1 Name and describe TWO (2) types of families (4)
READ CHAPTER 17 AND SUBHEADING 17.3

1.2 Describe the type of family you prefer and substantiate your answer. (6)

“The family is an irreplaceable anchor in the life of a child.”

1.3 Based on the above statement. Briefly discuss how the fluidity of culture is affecting
families and the red flags that the teacher always need to consider? (10)
READ CHAPTER 18 SUBHEADINGS 18,3; 18.5; 18,6 AND 18.7
”In a multicultural society such as South Africa, the teacher will have to
demonstrate cultural responsiveness and respect for diversity.”

1.4 Explain the ways in which a teacher can achieve these aims. (10)
READ CHAPTER 18 AND SUBHEDINGS 18.12.2; 18.13.1 AND 18.14

(30)

QUESTION 2

2.1 Describe the five different areas of vulnerability of the modern family and discuss how
each influence child development. (15)

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READ CHAPTER 17 AND SUBHEADINGS 17.7.1 AND 17.7.2

2.2 Discuss the social goals of the school and how these may be reflected within a specific
context. (10)
READ CHAPTER 18 SUBHEADING 18.7

(25)

QUESTION 3

3.1 Analyse the effects of childcare on the child. In your analysis critically discuss the impact
with reference to the merits and demerits of childcare on the child. (10)
READ CHAPTER 19 AND SUBHEADING 19.5 AND 19.6

3.2 Briefly discuss the following terms:-

a) Identity (READ 18.2.4) (4)
b) culture (READ 18.2.3) (4)

3.3 Describe and critically discuss the philosophical spheres of culture that the school might
consider in order to accommodate diversity. (7)
READ 18.5.1

(25)

QUESTION 4

A young child in your classroom displays inappropriate social behaviour by “bullying”

his/her class mates.

4.1 Which criteria can you use to assess a young child’s social behaviour in the
classroom? CHAPTER 24 (READ TABLE 24.2) (6)

Read the case study below and answer the questions

Mary is a 6-year-old child. She complained to her teacher that her uncle touches her inappropriately
and that her father uses his belt to beat her. Mary also complained that her mother screams at her
all the time and embarrasses her in fronts of her friends.

4.2 Identify the three types of abuse suffered by Mary (6)

READ 24.5; 24.6 AND 24.7
4.3 Who do you suggest that the teacher refer this case to? Justify your answer. (8)
READ 24.9; 24.10; 24.11 AND 24.12

(20)

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TOTAL: [100]

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2. GUIDELINES ON AND PREPARATION FOR THE MAY EXAMINATION

IMPORTANT NOTICE:
Demarcation or scoping of examinations and assessment
NB: A College decision has been made that lecturers are not to demarcate scope
specific work for examination purposes, but that examination questions should be
based on the entire work covering the notional hours of the modules. Students are
encouraged to study everything. Where other competencies or skills are assessed
differently during the tuition period, the lecturer in this Tutorial Letter 201 will spell out
the various assessments clearly.

According to Assessment Procedure Manual 2013 of the University of South Africa

(section 4.5.2 (e), the examination memoranda (guidelines, rubrics etc.) shall not be
made available to students.

2.1 Examination date

The examination will be written in May/June 2019. Please consult myUnisa for the examination date
and time.

2.2 What to study for the examination

Study chapters 16–26 of section B of the prescribed book.

De Witt MW. 2016. The young child in context. A Psycho-social perspective: Second edition. Pretoria: Van
Schaik Publishers.

Use the STUDY GUIDE as you work through the prescribed book to make sure you know which work is
important and which parts you merely need to read. Complete the study tasks, study activities, SELF-
EVALUATION QUESTIONS and TEST YOUR KNOWLEDGE ACTIVITIES of all the prescribed chapters.
Revise the assignment questions thoroughly as well as the assignment feedback.

2.3 Guidelines on answering the examination questions

Make sure you do the following:

 Start studying in good time.

 Draw up a study programme and ensure that you cover all the prescribed sections.
 Read the questions carefully and make sure you understand what is asked. Analyse each question to
find out what is expected of you.

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 Carefully note the mark allocation for each question. One fact/idea usually counts one mark.
 Answer the questions you know best, first. Go back to the questions with which you had problems.
 Your initial difficulties could be the result of stress so 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 to demonstrate your understanding.
 Be positive about the examination. A degree of tension can be expected, but do not allow it to
 overcome you.

2.4 Terminology in the examination paper

GUIDELINES FOR ANSWERING QUESTIONS OF DIFFERENT TYPES

You will notice that all assessments whether it’s in the form of multiple choice questions (MCQs), true/ false;
matching; short questions or essay type questions and case studies are designed to assess one or more of the
following six levels of understanding: knowledge, comprehension, application, analysis, synthesis, and evaluation
assessments. Below are some guidelines to consider when answering different types of questions.

Multiple Choice Questions (MCQs) in assignments and examinations:

Multiple choice questions are composed of one question (stem) with multiple possible answers (choices),
including the correct answer and several incorrect answers (distractors). Typically, students select the correct
answer by circling the associated number or letter, or filling in the associated circle on the machine-readable
response sheet.

 Read through the question. Then read all the alternatives. The first answer may be a good answer but it may
not be the best answer.
 If you do not know the answer, eliminate those that are definitely wrong and then select your best guess
(unless there is a penalty for incorrect answers).
 For the examination, do not spend long working out the answer. Keep in mind how much the question is
worth.

True/false: True/false questions are only composed of a statement. Students respond to the questions by indicating
whether the statement is true or false. For example: True/false questions have only two possible answers (Answer:
2.1 True).

Matching: Students respond to matching questions by pairing each of a set of stems (e.g., definitions) with one of the
choices provided on the exam. These questions are often used to assess recognition and recall and so are most often
used in courses where acquisition of detailed knowledge is an important goal (Answer e.g. 2.1. B)

Case studies/ Scenarios: Case studies (also called scenarios) are usually designed to test your ability to relate theories
and concepts to real-world situations. When you are analysing a case study, you should:

 Start by identifying the theories and concepts covered in your module. Organise and review the information
you have on these theories/concepts so you understand them.
 Practice reading case studies and identify relevant information.
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 Take time to make sure you have understood the case study and know what the question is asking you to do
 Then skim read the case study to get the general idea. Highlight or underline key points
 Reread the case study carefully. Make a note of any ideas that you think of.

 Answer the question linking relevant theories and concepts to specific information from the case study.
Usually you will need to write your answers in clearly formed paragraphs which have a clear topic that is well-
supported with evidence and examples.
 Instead of simply describing or restating information from the case itself, use specific details or examples to
support the points you are trying to make. This is where you link theory to the facts from the case study

Essay type or short questions

 Read the question carefully so that you answer what has been asked. Identify what the question requires in
terms of content and genre.
 Identify key words and phrases in the question. Underline these words and find out what they mean.
 Break down the question into parts so that you can better understand what you are being asked to do.
Missing one part of a question can cost you a lot of marks. So take note of all parts of the question such as
Task/ process words and content words
 Task / process words: Task/ process words are verbs that direct you and tell you how to go about answering
a question, understanding the meaning helps you to know exactly what you have to do.
 Content words tell you what the topic area(s) of your assignment are and take you halfway towards
narrowing down your material and selecting your answer. Content words help you to focus you’re studying
and reading on the correct area.
 If you're not sure about any aspect of the question, ask your etutor/ lecturer for clarification.
 Mark allocation: Use the number of marks for a question to guide you in terms of how many points are
required for each question. In general, if a question is worth 3 marks then you would expect to make 3 points.
 The table below provides a simplified version of the meaning of the question instructions to help you
understand the questions. It takes quite a lot more words to ask something the straightforward way. For
instance, ‘compare’ means ‘find similarities and differences, and then weigh up whether the items have more
or less in common’. ‘Discuss’ means, “examine important aspects of; argue all sides before drawing a
conclusion one way; outline the arguments, backing them up with evidence; consider the implications’.

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Terminologies Meaning

Account/Give an Give reasons for

account of

Analyse Give a detailed description, separating into different parts; investigate Assess
Show how important or successful

Calculate Find the value of and show your working

Comment Give your opinion

Compare Find similarities and differences, then weigh up whether the items have more or
less in common

Consider Think about; explain

Contrast/Distinguish Find differences

between/Differentiate

Define Give exact meaning of

Demonstrate Show how, using examples

Describe Give a detailed account of

Discuss Examine important aspects of; argue all sides before drawing a conclusion one
way; outline the arguments, backing them up with evidence; consider the
implications

Evaluate Weigh up the value of theory or idea in the light of evidence, giving your opinion

Examine Look closely into Explain

Paraphrase give reasons for; interpret

Explore Examine from every viewpoint How… In what way. Such questions are answered
with ‘By’, not ‘Because’

Illustrate Show by giving examples, diagrams or drawings

Interpret Give the meaning of

Justify Give evidence for a particular point of view, anticipating counterarguments

Outline Describe without detail; give main features. Do this showing how points connect,
develop or relate to other points

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State Present clearly but briefly

Summarise Give the main points, without detail or examples

Trace Show how a topic has developed from beginning to end

The table below contains the terms (and their explanations) that are commonly used in the examination.

VERBS/ACTION WORDS EXPLANATION

Name/List Only state the facts – do not expand.

Describe/State/Summarise/Sketch Simply record how you see a particular phenomenon; give a

brief condensed statement.

Discuss This is a comprehensive term that includes compare, motivate

and explain.

Compare Weigh different elements against one another and indicate their
similarities and differences.

Motivate/Justify 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 is on the analysis of the motives/reasons.

Explain Write explanatory notes.

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2.5 Format of the examination paper

You will write a two-hour examination paper that will consist of the following:

 All four questions are 25 marks each (Total 100 marks).

 All four questions are compulsory. This means that you will have to answer all the questions.
 Please do not be distracted by the quotation as it forms a context for your question.
Read your question very carefully and underline important key words.
 All four questions are discussion type.
 Example: Evaluate the positive and negative effects of television critically. In such a question,
 You can also provide examples to explain your point.
 Some questions will have two parts, for example:
 Describe the behaviour of a child experiencing problems in language integration and discuss the
role of the teacher.
 For this question, first discuss the behaviour of the child and then the role of the teacher. Make
sure you answer both parts of the question. Carefully note the mark allocation.

Best wishes for your studies.

Regards

MS M. RAMOKGOPA
TEL: 012 429 6277
E-MAIL: RAMOKMM@UNISA.AC.ZA

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