In the essay there is going to be an emphasis on the social interaction between children and their caregivers and peer relations. To consider whether social interaction is a fundamental basis for cognitive development of children, there is going to be presented the overview of the literature that concentrates upon it. There are two fundamental theoretical frameworks that touch upon the subjects, namely the work of Piaget (1926) and Vygots... ... middle of paper ... ...interact with their caregivers and through interaction not only their cognitive abilities are shaped by also their personality and behaviour in later stage of their life (Triandis & Suh, 2002). The essay is considering the background that social relation flourishes, namely interaction child – adult and peer relations. Through their early experiences with others, children develop their understanding of the world.
At the core of the documentation approach is the belief that “children should be at the centre of decisions about their learning and development” (Clark & Kinney, 2006, p. 4). This approach allows children’s voices, views and understanding (Clark & Kinney, 2006, p. 4) to be heard helping adults to better understand the children to help make the right change/difference in the children’s lives. The Mosaic approach is about enabling children to “explore their perspectives” (Clark & Kinney, 2006, p. 9). This approach embraces children as social actors who are social beings in a social world who’s “interaction[s] make a difference”
I considered Vygotsky’s concept of the zone of proximal development. The learning process according to Lev Vygotsky (10 marks – 400wrds Lev Vygotsky’s theory of learning begins with the idea that cognitive development occurs from sociocultural origins, that through social interaction children learn how to think (Duchesne, McMaugh, Bochner & Krause pp. 84) and how to use and access language and communication skills specifically as members of their culture and society. Through social interaction, for example a parent with their child, the parent will provide interaction that is tied to their own cultural background and social situation and beliefs. The child experiences the interaction and learns communication and language through the parent.
This aspect is shown in my belief that each child’s own behaviour, actions and knowledge are influenced through social interactions with the world and people around them. The interactions and relationships help promote a child’s development of communication, cognitive and motor skills (MacNaughton and Williams, 2008). Children are able to learn important social behaviours that are needed in life, through playing with others and the development of relationships with adults and other children. Gonzalez-Mena (2011), suggests that during the early childhood years, children are able to learn key social skills that will impact their understanding of how to act in society. For example, children learn how to share, cooperate and respect others, and their belongings though social interaction.
Through understanding the circumstances, the care takers get insight about the child behavior and under which situations they are active. Through the deep insight and better understandings of the situations helps the educators and caretakers to formulate the strategies that are best suited to support the learning of young children and adults (Meece, et al., 2006). QUESTION 4 Describe aspects of the physical environment known to be conducive to children and young people’s
It is this mental representation that guides future social and emotional behaviour as the child’s internal working model guides their responsiveness to others in general. (McLeod 2007). The parent’s childhood experiences relate to the type of attachment the child will experience. It is central to attachment theory. Bowlby explained that through early experiences of attachment, children develop a sense of self and a sense of
. young children" (CURRICULUM pg. 18). Developmentally appropriate practice is defined in the textbook Developmental Profiles as "learning experiences that are individualized based on a child 's level of skills, abilities, and interests. Play-based observation focuses on the child himself, to learn about the individual child 's strengths, needs, and interests.
Strengths of Piaget’s cognitive developmental theory include the impact it has on instruction and learing: development of instructional strategies, social skills, and educational programs that are tailored and taught to a child at the level in which he or she is developmentally prepared (Schunk, 1996). As a general framework, Piaget’s theory improved the understanding of cognitive development: The ability to communicate with children has increased and the methods for studying children have increased.
Throughout the history of early childhood education educators have used various theorists’ theories to develop children’s learning and development. One of the most significant theories is the socio-cultural theory by Vygotsky. His theory consists of how private speech is used by children and the importance of the zone of proximal development. Vygotsky’s theory is well used in the education environment today and educators use it to be able to provide activities that aren’t too difficult for the children to engage in. Therefore Vygotsky’s theory has enabled educators to have a better understanding of how children learn and develop.
3) How might I establish and define my role as distinguished from that of others, and how might I be perceived by other professionals in the school? 4) What is entailed when working within an interdisciplinary team, and what would be my place within this specific context? These questions address particular issues as I consider carefully the possible implications of working within such an environment, and to become increasingly aware of what is entailed with regards to several components of school-based child and youth care practice. As Sapin (2009) indicates, the presence of a child and youth care practitioner as a member of the staff provides for an opportunity in “accessing young people who may not have taken part in youth work activities” otherwise (p. 32). As this would imply, school-based CYC practice has the potential to provide for the needs of youth within schools in a unique way, where these needs may no... ... middle of paper ... .... As Garabaghi (2011) notes, in regards to operating within teams, the issue of confidentiality may become problematic within a team context.