SayPro PROVIDE EXAMPLES OF HOW THE VARIOUS THEORIES ARE APPLIED WITHIN A SOUTH AFRICAN CONTEXT;

Behaviourist theory Theorists such as Watson, Skinner, and Bandura contributed a great deal to the environmentalist perspective of development.The success of the behaviourist theory in teaching road safety skills to children presupposes the availability of positive role models in the form of teachers and parents and might not be applicable in total in this study. As indicated before, children imitate their parents and if parents and teachers are not positive role models, any programme based on the Social Learning Theory will not yield the required results. The simulation training skills applied at the JTTC are based on this learning theory.The major weakness of this learning theory is that it places greater emphasis on the teachers and parents as role models. Millions of rands were spent on advertising by Arrive Alive in an attempt to change people’s behaviour, but given the number of pedestrian deaths on the roads the success, if any, is minimal. The assumptions of the theory that the child knows very little and has to be spoon-fed information are diametrically opposed to the outcomes-based education (OBE) approach used in schools in South Africa. It encourages children to depend on teachers for information rather than seeking the information themselves. Another weakness of this learning theory is that it focuses on the teacher or the model rather than the child. The success of the learning programme depends on the teacher. This will eventually create a dependency syndrome where children depend on the teacher for every facet of their learning experience rather than taking the initiative and responsibility for their own learning.Social development theory Vygotsky is one of the proponents of the social development theory. The major theme of Vygostsky’s theory is that social interaction plays a fundamental role in the development of cognition. A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the ZPD: a level of development attained when children engage in social behaviour. Full development of the ZPD depends upon full social interaction.Piaget’s theory of development, and the acquisition of operational forms of thinking in particular, has had an enormous influence on educational thinking in South Africa over the past decades. Piagetian experimental tasks were replicated in an attempt to understand the psychological sources of the challenges that children experienced during school learning.Children’s performance on Piagetian tasks was often viewed as a simple manifestation of their spontaneous developmental capabilities. While this may generally be the case, the present study presents the results of children’s performance on neo-Piagetian task, suggesting that performance results cannot be viewed as simple manifestation of underlying spontaneous developmental achievement but as simultaneously manifesting cultural developmental processes. That is, task performance, and problem solving generally, manifest the structure of culturally acquired knowledge and social relations as proposed in Vygotsky’s theory at the same time that they manifest the underlying spontaneous developmental processes posited by Piaget.Here we discuss the possible applications of Vygotsky and Piaget’s theories of social development in the learning of road safety skills. Many schools have traditionally held a transmissionist or instructionist model in which a teacher “transmits” information to children. In contrast, Vygotsky’s theory promotes learning contexts in which children play an active role in learning. This sets the social development theory apart from the behaviourist theory in that it places emphasis on the learner. The child therefore has to take responsibility for his/her learning. Roles of the teacher and children are therefore shifted, as a teacher should collaborate with his or her children in order to facilitate the construction of meaning. Learning therefore becomes a reciprocal experience for the students and teacher. Vygotsky’s emphasis on the socially directed nature of learning, in common with Piaget, characterises it as a bottom-up, constructive process. More complex activities or functions build upon the simpler constructs, and the range encompassed by the Zone of Proximal Development moves forward as learning progressesBehaviourist theory Theorists such as Watson, Skinner, and Bandura contributed a great deal to the environmentalist perspective of development.The success of the behaviourist theory in teaching road safety skills to children presupposes the availability of positive role models in the form of teachers and parents and might not be applicable in total in this study. As indicated before, children imitate their parents and if parents and teachers are not positive role models, any programme based on the Social Learning Theory will not yield the required results. The simulation training skills applied at the JTTC are based on this learning theory.The major weakness of this learning theory is that it places greater emphasis on the teachers and parents as role models. Millions of rands were spent on advertising by Arrive Alive in an attempt to change people’s behaviour, but given the number of pedestrian deaths on the roads the success, if any, is minimal. The assumptions of the theory that the child knows very little and has to be spoon-fed information are diametrically opposed to the outcomes-based education (OBE) approach used in schools in South Africa. It encourages children to depend on teachers for information rather than seeking the information themselves. Another weakness of this learning theory is that it focuses on the teacher or the model rather than the child. The success of the learning programme depends on the teacher. This will eventually create a dependency syndrome where children depend on the teacher for every facet of their learning experience rather than taking the initiative and responsibility for their own learning.Social development theory Vygotsky is one of the proponents of the social development theory. The major theme of Vygostsky’s theory is that social interaction plays a fundamental role in the development of cognition. A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development depends upon the ZPD: a level of development attained when children engage in social behaviour. Full development of the ZPD depends upon full social interaction.Piaget’s theory of development, and the acquisition of operational forms of thinking in particular, has had an enormous influence on educational thinking in South Africa over the past decades. Piagetian experimental tasks were replicated in an attempt to understand the psychological sources of the challenges that children experienced during school learning.Children’s performance on Piagetian tasks was often viewed as a simple manifestation of their spontaneous developmental capabilities. While this may generally be the case, the present study presents the results of children’s performance on neo-Piagetian task, suggesting that performance results cannot be viewed as simple manifestation of underlying spontaneous developmental achievement but as simultaneously manifesting cultural developmental processes. That is, task performance, and problem solving generally, manifest the structure of culturally acquired knowledge and social relations as proposed in Vygotsky’s theory at the same time that they manifest the underlying spontaneous developmental processes posited by Piaget.Here we discuss the possible applications of Vygotsky and Piaget’s theories of social development in the learning of road safety skills. Many schools have traditionally held a transmissionist or instructionist model in which a teacher “transmits” information to children. In contrast, Vygotsky’s theory promotes learning contexts in which children play an active role in learning. This sets the social development theory apart from the behaviourist theory in that it places emphasis on the learner. The child therefore has to take responsibility for his/her learning. Roles of the teacher and children are therefore shifted, as a teacher should collaborate with his or her children in order to facilitate the construction of meaning. Learning therefore becomes a reciprocal experience for the students and teacher. Vygotsky’s emphasis on the socially directed nature of learning, in common with Piaget, characterises it as a bottom-up, constructive process. More complex activities or functions build upon the simpler constructs, and the range encompassed by the Zone of Proximal Development moves forward as learning pr

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