UNIVERSITY OF SOUTH AFRICA (UNISA)
College of Education – Department of Psychology of Education
⋄
ASSIGNMENT 2
Child and Adolescent Development – Year Module 2026
⋄
Module Code: CAD1501
Module Name: Child and Adolescent Development
Assignment No.: Assignment 2
Due Date: 25 May 2026
Year: 2026
Submitted in partial fulfilment of the requirements for CAD1501
at the University of South Africa.
,UNISA | CAD1501 Assignment 2 – 2026
Question 1: True or False
Child development is shaped by multiple interacting forces, including biological, environmen-
tal, social, and cultural factors (Santrock, 2019). The statements below are evaluated against
established developmental theory.
1.1 Emotional self-regulation is unrelated to social development.
Answer: False.
Emotional self-regulation is deeply connected to social development. Children who can man-
age their emotions effectively tend to form healthier peer relationships, show greater empathy,
and demonstrate improved cooperation (Mometrix, 2025). The two domains mutually rein-
force each other; children with limited emotional regulation often experience social difficulties,
while positive social interactions in turn shape emotional competencies.
1.2 Holistic development means the five domains function in isolation.
Answer: False.
Holistic development refers to the simultaneous, interconnected growth of all five developmen-
tal domains: physical, cognitive, language, social, and emotional. Each domain influences and
is influenced by the others (Santrock, 2019). For example, a child’s fine motor development
supports cognitive learning tasks, and emotional wellbeing underpins language acquisition.
The domains never function in isolation.
1.3 The foetus can demonstrate reflexes and early sensory responses before birth.
Answer: True.
From approximately 20 weeks of gestation, the foetus begins to register external sounds, and
by 27–28 weeks the auditory system is sufficiently developed to respond to stimuli (Granier-
Deferre et al., 2023). Reflexive behaviours such as the grasp reflex and startle response are
present prenatally, confirming that sensory and motor systems develop well before birth.
Page 1 of 15
,UNISA | CAD1501 Assignment 2 – 2026
1.4 All children progress through grief or developmental stages in the same way.
Answer: False.
Individual variation is a foundational principle in developmental psychology. While broad
stage sequences may be similar across children, the pace, timing, and manner of progression
differ according to temperament, culture, environment, and personal experience (Santrock,
2019). No two children navigate grief or developmental milestones identically.
1.5 In Vygotsky’s theory, learning can lead to development via scaffolding.
Answer: True.
Vygotsky (1978) argued that learning, particularly when mediated by a More Knowledge-
able Other (MKO), precedes and drives development. Within the Zone of Proximal Develop-
ment (ZPD), scaffolded instruction enables a learner to accomplish tasks that exceed their
current independent capability, thereby promoting cognitive growth (van de Pol, Volman and
Beishuizen, 2010).
1.6 Prenatal alcohol exposure can cause FAS features and cognitive deficits.
Answer: True.
Prenatal alcohol exposure is among the leading preventable causes of neurodevelopmental
disorder. It is linked to the full spectrum of Foetal Alcohol Spectrum Disorders (FASD), in-
cluding Foetal Alcohol Syndrome (FAS), characterised by craniofacial abnormalities, growth
retardation, and significant cognitive impairment (Jankowska et al., 2024). Any level of alco-
hol exposure during pregnancy carries risk to foetal brain development.
1.7 Nature = genetics, nurture = environment.
Answer: True.
In developmental psychology, the nature-nurture debate contrasts the role of genetic inheri-
tance (nature) with environmental influences (nurture). Nature encompasses inherited biologi-
cal traits and predispositions, while nurture refers to all external experiences, including family,
culture, nutrition, and education (Santrock, 2019). Contemporary scholarship recognises that
Page 2 of 15
, UNISA | CAD1501 Assignment 2 – 2026
both interact continuously throughout development.
1.8 Social identity refers only to personal traits and excludes group membership.
Answer: False.
Social identity, as conceptualised by Tajfel and Turner (1979), is specifically defined through
an individual’s membership of social groups, including racial, ethnic, religious, and national
communities. Personal traits form part of personal identity, but social identity is fundamen-
tally relational and group-based. Excluding group membership would therefore misrepresent
the construct entirely.
Page 3 of 15
College of Education – Department of Psychology of Education
⋄
ASSIGNMENT 2
Child and Adolescent Development – Year Module 2026
⋄
Module Code: CAD1501
Module Name: Child and Adolescent Development
Assignment No.: Assignment 2
Due Date: 25 May 2026
Year: 2026
Submitted in partial fulfilment of the requirements for CAD1501
at the University of South Africa.
,UNISA | CAD1501 Assignment 2 – 2026
Question 1: True or False
Child development is shaped by multiple interacting forces, including biological, environmen-
tal, social, and cultural factors (Santrock, 2019). The statements below are evaluated against
established developmental theory.
1.1 Emotional self-regulation is unrelated to social development.
Answer: False.
Emotional self-regulation is deeply connected to social development. Children who can man-
age their emotions effectively tend to form healthier peer relationships, show greater empathy,
and demonstrate improved cooperation (Mometrix, 2025). The two domains mutually rein-
force each other; children with limited emotional regulation often experience social difficulties,
while positive social interactions in turn shape emotional competencies.
1.2 Holistic development means the five domains function in isolation.
Answer: False.
Holistic development refers to the simultaneous, interconnected growth of all five developmen-
tal domains: physical, cognitive, language, social, and emotional. Each domain influences and
is influenced by the others (Santrock, 2019). For example, a child’s fine motor development
supports cognitive learning tasks, and emotional wellbeing underpins language acquisition.
The domains never function in isolation.
1.3 The foetus can demonstrate reflexes and early sensory responses before birth.
Answer: True.
From approximately 20 weeks of gestation, the foetus begins to register external sounds, and
by 27–28 weeks the auditory system is sufficiently developed to respond to stimuli (Granier-
Deferre et al., 2023). Reflexive behaviours such as the grasp reflex and startle response are
present prenatally, confirming that sensory and motor systems develop well before birth.
Page 1 of 15
,UNISA | CAD1501 Assignment 2 – 2026
1.4 All children progress through grief or developmental stages in the same way.
Answer: False.
Individual variation is a foundational principle in developmental psychology. While broad
stage sequences may be similar across children, the pace, timing, and manner of progression
differ according to temperament, culture, environment, and personal experience (Santrock,
2019). No two children navigate grief or developmental milestones identically.
1.5 In Vygotsky’s theory, learning can lead to development via scaffolding.
Answer: True.
Vygotsky (1978) argued that learning, particularly when mediated by a More Knowledge-
able Other (MKO), precedes and drives development. Within the Zone of Proximal Develop-
ment (ZPD), scaffolded instruction enables a learner to accomplish tasks that exceed their
current independent capability, thereby promoting cognitive growth (van de Pol, Volman and
Beishuizen, 2010).
1.6 Prenatal alcohol exposure can cause FAS features and cognitive deficits.
Answer: True.
Prenatal alcohol exposure is among the leading preventable causes of neurodevelopmental
disorder. It is linked to the full spectrum of Foetal Alcohol Spectrum Disorders (FASD), in-
cluding Foetal Alcohol Syndrome (FAS), characterised by craniofacial abnormalities, growth
retardation, and significant cognitive impairment (Jankowska et al., 2024). Any level of alco-
hol exposure during pregnancy carries risk to foetal brain development.
1.7 Nature = genetics, nurture = environment.
Answer: True.
In developmental psychology, the nature-nurture debate contrasts the role of genetic inheri-
tance (nature) with environmental influences (nurture). Nature encompasses inherited biologi-
cal traits and predispositions, while nurture refers to all external experiences, including family,
culture, nutrition, and education (Santrock, 2019). Contemporary scholarship recognises that
Page 2 of 15
, UNISA | CAD1501 Assignment 2 – 2026
both interact continuously throughout development.
1.8 Social identity refers only to personal traits and excludes group membership.
Answer: False.
Social identity, as conceptualised by Tajfel and Turner (1979), is specifically defined through
an individual’s membership of social groups, including racial, ethnic, religious, and national
communities. Personal traits form part of personal identity, but social identity is fundamen-
tally relational and group-based. Excluding group membership would therefore misrepresent
the construct entirely.
Page 3 of 15
