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CDE3701: Child Development (Birth to 9)
OCT/NOV Examination 2026 Revision Guide
Covering OCT/NOV 2023, OCT/NOV 2024 & OCT/NOV 2025 Papers
⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆
Early Childhood Education — BEd (Foundation Phase)
Exam Revision Guide
CDE3701
Module Code:
Child Development (Birth to 9)
Module Name:
OCT/NOV 2023, 2024, 2025
Papers Covered:
OCT/NOV 2026 Examination
Prepared for:
100 marks per paper
Total Marks:
2 hours
Duration:
Work through every question carefully. Focus on understanding core theories, devel-
opmental milestones, and practical classroom applications.
Exam Revision Notes | CDE3701 | 2023–2025
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
OCT/NOV 2025 EXAMINATION PAPER
CDE3701 — Child Development (Birth to 9) | 100 Marks | 2 Hours
2025 — Question 1: Theories of Child Development [25 marks]
(1.1) [10 marks]
Question: Critically discuss Bronfenbrenner’s Bioecological Model of development. In
your answer, name and explain each system and provide a practical classroom example for
each system. (10 marks)
Answer:
[Key Concept]
Bronfenbrenner’s Bioecological Model proposes that child development is shaped by
a series of nested, interacting environmental systems surrounding the child. The model
was later updated to include the Process-Person-Context-Time (PPCT) frame-
work, emphasising that development results from proximal processes — the regular,
active interactions between the child and people, objects, and symbols in the environ-
ment.
The five systems are:
• Microsystem — the immediate environment in which the child directly participates
(home, classroom, peer group). Example: a Foundation Phase teacher who reads to learn-
ers daily creates a proximal process that stimulates language and literacy.
• Mesosystem — the connections and interactions between microsystems. Example: regu-
lar parent-teacher meetings strengthen the link between home and school, supporting the
child’s academic development.
• Exosystem — settings the child does not directly experience but that still affect develop-
ment (parent’s workplace, school governing body policies). Example: a parent who works
long night shifts has less time for homework support, indirectly affecting the child’s school
Page 2 of 49 [UNISA]
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
readiness.
• Macrosystem — the broad cultural, societal, economic, and political context. Example:
South African policies such as the National Early Childhood Development Policy shape
how early childhood programmes are funded and delivered.
• Chronosystem — the dimension of time, including life transitions and historical events.
Example: the COVID-19 pandemic (a historical event) disrupted schooling and had last-
ing effects on young children’s social and emotional development.
[Example]
In a South African township school, a child whose grandmother is the primary caregiver
(microsystem) benefits when the school sends home activities in the home language
(mesosystem link). However, poverty (macrosystem) limits access to books, illustrating
how multiple systems interact to shape outcomes.
(1.2) [8 marks]
Question: Compare and contrast Piaget’s Cognitive Development Theory with Vygot-
sky’s Sociocultural Theory. Focus on the role of language, social interaction, and the
teacher’s role. (8 marks)
Answer:
Page 3 of 49 [UNISA]
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
Aspect Piaget Vygotsky
Driver of devel- Internal biological maturation; Social interaction and cultural
opment children construct knowledge tools; development is primarily
through action on the environ- socially mediated
ment
Role of language Language follows thought; speech Language precedes and drives
is a product of cognitive develop- thought; inner speech guides
ment problem-solving
Social interaction Peer interaction causes cognitive Adult guidance and peer collab-
conflict (disequilibrium) that oration are essential to move
drives growth through the Zone of Proximal
Development (ZPD)
Teacher’s role Facilitator; prepares rich environ- Scaffolder; actively bridges the
ments; allows discovery ZPD; provides graduated support
Key concept Schemas, assimilation, accommo- ZPD, scaffolding, More Knowl-
dation, equilibration edgeable Other (MKO)
[Exam Tip]
Examiners often ask you to apply these theories to a classroom scenario. Always state
the theory, define the key concept (e.g., ZPD), and then show how a teacher would use
it in a Foundation Phase class.
(1.3) [7 marks]
Question: With reference to Erikson’s Psychosocial Theory, explain the stages relevant
to children aged birth to 9 years and discuss how each stage influences a child’s learning
and social behaviour in the classroom. (7 marks)
Answer:
Erikson proposed that development unfolds through eight stages of psychosocial conflict. The
four stages relevant to birth to 9 years are:
• Trust vs Mistrust (Birth–1 year): Infants develop trust when caregivers are consis-
tent and responsive. A trusting child enters school with a secure base and is more willing
Page 4 of 49 [UNISA]
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
to explore learning.
• Autonomy vs Shame and Doubt (1–3 years): Children develop self-control and in-
dependence. In the classroom, allowing learners to make choices (e.g., selecting a story
book) builds autonomy.
• Initiative vs Guilt (3–6 years): Children take initiative in play and social interactions.
Teachers who encourage questions and creative play support initiative; harsh criticism can
create guilt and passivity.
• Industry vs Inferiority (6–12 years): Children compare themselves to peers and strive
for competence. Positive feedback and achievable tasks build a sense of industry; repeated
failure causes feelings of inferiority that hinder academic engagement.
[Example]
A Grade 2 learner who repeatedly struggles with reading and receives no encourage-
ment may develop a sense of inferiority (Erikson). The teacher can counter this by
scaffolding reading tasks (Vygotsky) and offering genuine praise for small achievements.
Page 5 of 49 [UNISA]
, CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
2025 — Question 2: Domains of Child Development [25 marks]
(2.1) [10 marks]
Question: Using the metaphor of the “brain house” as described in the CDE3701 study
guide, critically explain how each domain of development (physical, emotional, social,
and cognitive) is represented in the brain house. Include classroom implications for each
domain. (10 marks)
Answer:
[Key Concept]
The Brain House is a metaphor used in CDE3701 to show how the developmental
domains are interconnected and mutually dependent. The house cannot stand if any
structural component is weak.
• Physical development — the Foundation: Gross and fine motor skills form the base.
Without a strong physical foundation, no higher-order development is stable. Classroom
implication: daily movement breaks and outdoor play are not optional; they are develop-
mentally essential. A child who is undernourished or chronically ill has a cracked founda-
tion.
• Emotional development — the Walls: The ability to regulate feelings and form a
positive self-concept creates the walls that protect and contain the child. Classroom impli-
cation: trauma-informed teaching, predictable routines, and emotional vocabulary lessons
help children build strong emotional walls.
• Social development — the Windows and Doors: Social skills allow the child to con-
nect with the outside world. Classroom implication: cooperative learning, role-play, and
group projects develop communication, empathy, and conflict-resolution skills.
• Cognitive development — the Roof: Higher-order thinking, language, and problem-
solving form the roof that caps development. Classroom implication: open-ended ques-
tioning, storytelling, and inquiry-based learning stimulate the cognitive roof, but it can
only be built once the foundation, walls, and windows are secure.
Page 6 of 49 [UNISA]
]]
CDE3701: Child Development (Birth to 9)
OCT/NOV Examination 2026 Revision Guide
Covering OCT/NOV 2023, OCT/NOV 2024 & OCT/NOV 2025 Papers
⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆ ⋄ ⋆
Early Childhood Education — BEd (Foundation Phase)
Exam Revision Guide
CDE3701
Module Code:
Child Development (Birth to 9)
Module Name:
OCT/NOV 2023, 2024, 2025
Papers Covered:
OCT/NOV 2026 Examination
Prepared for:
100 marks per paper
Total Marks:
2 hours
Duration:
Work through every question carefully. Focus on understanding core theories, devel-
opmental milestones, and practical classroom applications.
Exam Revision Notes | CDE3701 | 2023–2025
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
OCT/NOV 2025 EXAMINATION PAPER
CDE3701 — Child Development (Birth to 9) | 100 Marks | 2 Hours
2025 — Question 1: Theories of Child Development [25 marks]
(1.1) [10 marks]
Question: Critically discuss Bronfenbrenner’s Bioecological Model of development. In
your answer, name and explain each system and provide a practical classroom example for
each system. (10 marks)
Answer:
[Key Concept]
Bronfenbrenner’s Bioecological Model proposes that child development is shaped by
a series of nested, interacting environmental systems surrounding the child. The model
was later updated to include the Process-Person-Context-Time (PPCT) frame-
work, emphasising that development results from proximal processes — the regular,
active interactions between the child and people, objects, and symbols in the environ-
ment.
The five systems are:
• Microsystem — the immediate environment in which the child directly participates
(home, classroom, peer group). Example: a Foundation Phase teacher who reads to learn-
ers daily creates a proximal process that stimulates language and literacy.
• Mesosystem — the connections and interactions between microsystems. Example: regu-
lar parent-teacher meetings strengthen the link between home and school, supporting the
child’s academic development.
• Exosystem — settings the child does not directly experience but that still affect develop-
ment (parent’s workplace, school governing body policies). Example: a parent who works
long night shifts has less time for homework support, indirectly affecting the child’s school
Page 2 of 49 [UNISA]
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
readiness.
• Macrosystem — the broad cultural, societal, economic, and political context. Example:
South African policies such as the National Early Childhood Development Policy shape
how early childhood programmes are funded and delivered.
• Chronosystem — the dimension of time, including life transitions and historical events.
Example: the COVID-19 pandemic (a historical event) disrupted schooling and had last-
ing effects on young children’s social and emotional development.
[Example]
In a South African township school, a child whose grandmother is the primary caregiver
(microsystem) benefits when the school sends home activities in the home language
(mesosystem link). However, poverty (macrosystem) limits access to books, illustrating
how multiple systems interact to shape outcomes.
(1.2) [8 marks]
Question: Compare and contrast Piaget’s Cognitive Development Theory with Vygot-
sky’s Sociocultural Theory. Focus on the role of language, social interaction, and the
teacher’s role. (8 marks)
Answer:
Page 3 of 49 [UNISA]
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
Aspect Piaget Vygotsky
Driver of devel- Internal biological maturation; Social interaction and cultural
opment children construct knowledge tools; development is primarily
through action on the environ- socially mediated
ment
Role of language Language follows thought; speech Language precedes and drives
is a product of cognitive develop- thought; inner speech guides
ment problem-solving
Social interaction Peer interaction causes cognitive Adult guidance and peer collab-
conflict (disequilibrium) that oration are essential to move
drives growth through the Zone of Proximal
Development (ZPD)
Teacher’s role Facilitator; prepares rich environ- Scaffolder; actively bridges the
ments; allows discovery ZPD; provides graduated support
Key concept Schemas, assimilation, accommo- ZPD, scaffolding, More Knowl-
dation, equilibration edgeable Other (MKO)
[Exam Tip]
Examiners often ask you to apply these theories to a classroom scenario. Always state
the theory, define the key concept (e.g., ZPD), and then show how a teacher would use
it in a Foundation Phase class.
(1.3) [7 marks]
Question: With reference to Erikson’s Psychosocial Theory, explain the stages relevant
to children aged birth to 9 years and discuss how each stage influences a child’s learning
and social behaviour in the classroom. (7 marks)
Answer:
Erikson proposed that development unfolds through eight stages of psychosocial conflict. The
four stages relevant to birth to 9 years are:
• Trust vs Mistrust (Birth–1 year): Infants develop trust when caregivers are consis-
tent and responsive. A trusting child enters school with a secure base and is more willing
Page 4 of 49 [UNISA]
,CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
to explore learning.
• Autonomy vs Shame and Doubt (1–3 years): Children develop self-control and in-
dependence. In the classroom, allowing learners to make choices (e.g., selecting a story
book) builds autonomy.
• Initiative vs Guilt (3–6 years): Children take initiative in play and social interactions.
Teachers who encourage questions and creative play support initiative; harsh criticism can
create guilt and passivity.
• Industry vs Inferiority (6–12 years): Children compare themselves to peers and strive
for competence. Positive feedback and achievable tasks build a sense of industry; repeated
failure causes feelings of inferiority that hinder academic engagement.
[Example]
A Grade 2 learner who repeatedly struggles with reading and receives no encourage-
ment may develop a sense of inferiority (Erikson). The teacher can counter this by
scaffolding reading tasks (Vygotsky) and offering genuine praise for small achievements.
Page 5 of 49 [UNISA]
, CDE3701 | Exam Revision 2023–2025 Child Development (Birth to 9)
2025 — Question 2: Domains of Child Development [25 marks]
(2.1) [10 marks]
Question: Using the metaphor of the “brain house” as described in the CDE3701 study
guide, critically explain how each domain of development (physical, emotional, social,
and cognitive) is represented in the brain house. Include classroom implications for each
domain. (10 marks)
Answer:
[Key Concept]
The Brain House is a metaphor used in CDE3701 to show how the developmental
domains are interconnected and mutually dependent. The house cannot stand if any
structural component is weak.
• Physical development — the Foundation: Gross and fine motor skills form the base.
Without a strong physical foundation, no higher-order development is stable. Classroom
implication: daily movement breaks and outdoor play are not optional; they are develop-
mentally essential. A child who is undernourished or chronically ill has a cracked founda-
tion.
• Emotional development — the Walls: The ability to regulate feelings and form a
positive self-concept creates the walls that protect and contain the child. Classroom impli-
cation: trauma-informed teaching, predictable routines, and emotional vocabulary lessons
help children build strong emotional walls.
• Social development — the Windows and Doors: Social skills allow the child to con-
nect with the outside world. Classroom implication: cooperative learning, role-play, and
group projects develop communication, empathy, and conflict-resolution skills.
• Cognitive development — the Roof: Higher-order thinking, language, and problem-
solving form the roof that caps development. Classroom implication: open-ended ques-
tioning, storytelling, and inquiry-based learning stimulate the cognitive roof, but it can
only be built once the foundation, walls, and windows are secure.
Page 6 of 49 [UNISA]
