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PRS101 – Assignment 2 Due 4 April 2014

PRS101 – Assignment 2 Due 4 April 2014. The maximum length of assignment 02 is six pages (1 200 words). Technical requirements Allocation of marks 25 % of the marks of Assignment 02 are allocated for the technical presentation. These marks are calculated as follows:

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PRS101 – Assignment 2 Due 4 April 2014

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  1. PRS101 – Assignment 2Due 4 April 2014

  2. The maximum length of assignment 02 is six pages (1 200 words). Technical requirements • Allocation of marks 25% of the marks of Assignment 02 are allocated for the technical presentation. These marks are calculated as follows: • 5% table of contents and bibliography • 5% systematic arrangement of content • 5% correct reference techniques • 5% language excellence and editing • 5% creativity • 75% content of assignment

  3. Technical presentation a) Table of contents • Start your assignment with a table of contents giving the most important headings. • Each heading and subsection should be numbered. Also indicate the pages on which the headings are.

  4. Example: 1. Introduction……………………………………………….….…….…………1 2. The value of play with building blocks………………….…………2 2.1 Better grasp of reality…………………………………….……….…… 3 2.2 Mathematical concepts are formed………………………………4 2.3 Quantity ……………………………………………………….……………. 5 2.4 Area and volume ……………………………….…………………………6 2.5 Geometrical shapes ……………………………………….……………..7 2.6 Satisfies individual needs …………………….………….……………8 3. Conclusion ……………………………….………………..…………………..9 4. Bibliography …………………………….…………….…..…………………10

  5. b) Headings • Use headings and subheadings to organise your assignment. • The headings in your table of contents should correspond exactly to the headings • in your assignment. The headings in your assignment should be underlined. • c) Reference technique • NOTE: You are not permitted to copy from any published work, or any portion of a published work (giving the impression that it is your own work) without giving the necessary source references. • THIS IS KNOWN AS PLAGIARISM AND IS NOT PERMITTED UNDER ANY CIRCUMSTANCES.

  6. References to sources given in your bibliography should appear in the assignment. • You are permitted to use short direct quotations, or to restate the author's point of view in your own words. In either case, whether you quote or whether you use your own words, you must refer to the source. • The technique we recommend is known as the Harvard method. • The Harvard method means that the reference in your answer consists of • 􀂃 an author (followed by a,) • 􀂃 a date (followed by a :) • 􀂃 a page reference (placed in brackets) • For example: Davin (2005:156) states that … (author, date: page). The reference usually appears directly before or after the relevant sentence or quotation. References should be judiciously used, they should be relevant and they should support your argument.

  7. Reference List • At the end of each assignment you must supply a “reference list” containing the particulars of the sources you consulted when compiling your assignment. • You need to draw up a bibliography by arranging the names of the authors in alphabetical order. • The following data should be given: Author, initials, date of publication, title of source (underlined), place of publication: publisher.

  8. ASSIGNMENT 2 QUESTIONS • PURPOSE: • The purpose of this assignment is to assess your ability to apply your knowledge on the field of early childhood teaching and assessment in a creative and parent-accessible way. (Also remember the guidelines for assignments and assessment discussed in paragraph 6.6.) • ASSIGNMENT • You are the principal of Glowing Morning Centre for Early Childhood Education. A very angry parent confronts you, demanding answers to questions such as: • “What is this free play in the daily programme? I see it covers most of the morning – is something happening during the so-called free play or is my daughter, Dikeledi, wasting her time playing?” • You decide to write a three- to four-page (600-800 words) article for the Glowing Morning Parent Newspaper, the school’s monthly parent newsletter, on

  9. Free play: What do we do! • Use the following headings to organise your article: • Define in your own words “free play”, as part of the daily programme. (10) (b) The purpose of free play in the daily programme. (20) (c) The role of the teacher during free play. (20) • You also decide to add the following two short articles, not longer than one page each, on thefollowing topics: (d) How you, as a teacher, need to respond if you suspect a case of child abuse orneglect in your group. (If possible, also talk to a social worker to gain more insight.)(15) (e) What do we use assessment results for in an ECD centre? (10) Be as creative as you like with your newsletter!!

  10. Free play: What do we do! • Use the following headings to organise your article: • Define in your own words “free play”, as part of the daily programme. (10) SG 1, S.U. 3 p. 27 CH 1, p.11

  11. Free play: What do we do! (b) The purpose of free play in the daily programme. (20) SG 1, S.U.3 p. 28 CH 1 p. 11 & 12

  12. Free play: What do we do! (c) The role of the teacher during free play. (20) SU3, p.28 CH 1, p. 12

  13. (d) How you, as a teacher, need to respond if you suspect a case of child abuse orneglect in your group. (If possible, also talk to a social worker to gain more insight.)(15) NB: WCED link: http://wced.pgwc.gov.za/documents/abuse_no_more/abuse_31.html SG 2, SU 1, p 15.

  14. FROM WCED link: The management of suspected child abuse 3.1.1 Flow chart of the process where an educator suspects child abuse: The flow chart below shows the course to be followed by the various role-players responsible for managing child abuse.

  15. Step 2 • The institution manager and the educator will discuss the observations or incident with the H: SLES at the EMDC (for the attention of the school social worker) who will help the institution to determine whether there are reasonable grounds to suspect child abuse, and to advise on which external role-players to involve in the process, such as the local welfare organisation(s) or the local social worker of the Department of Welfare, the SAPS, the Child Protection Unit, and (if an employee is involved) Labour Relations.

  16. (e) What do we use assessment results for in an ECD centre? (10) CH 3, p. 57 – definition of assessment SG 2, SU 1 p.3-6 Purpose of assessing CH 3, p.58-59 Reasons for assessment

  17. Purpose of assessment / Reasons for assessment SG p. 3-6 CH 3, p.58-59

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