(Hyson, 2008) In her book, she stated that once the child was born, they are already connected with the world. According to Urie Bronfenbrenner, he emphasized that children are not only being affected but also they are affecting those that surrounds them. The members of those settings are also connected and influenced one another, he called this theory as ecological system theory. The ecological system theory was used by Marilou Hyson as a framework on the factors that influences the children’s approaches to learning and she named it as “Circle of Influence on Children’s Approaches to Learning”. The “Circle of Influence on Children’s Approaches to Learning” includes the family, school, culture, politics and policies. She believed that the family …show more content…
High quality program helped the child to become more focused and engaged especially when the teacher scaffold and support them. Early childhood curriculum supported the development of the approaches to learning of the children, it fosters children’s choice, independence, and planning, and that offers children activities with appropriate levels of challenge and complexity. The arrangement and interaction of the teacher on the environment makes a difference in children’s involvement in learning. Teacher’s practices that communicate clear expectations, encourage the children’s active involvement and collaboration, and give children helpful guidance without over controlling every aspects of children’s …show more content…
Enthusiasm is evident in all children; children in every culture can be interested, joyful, and motivated to learn. Engagement is also part of all children’s behavioral repertoire; children in every culture can be attentive, persistent, flexible, and self-regulated. But within these essentials, culture still remains a powerful influence on how children’s approaches to learning develop and are expressed in their behavior. Children who grow up in different cultures may vary in how persistent, attentive, or self-regulated they are. Culture influences children’s response to various kinds of learning tasks and experiences, they tend to be more motivated to engage in tasks that are optimally challenging-neither too far above nor too far below their capacities, but this match depends on what is the cultural environment because some that are challenging for others are maybe already routine for others. Culture also influences how children display their approaches to learning. Some cultures value and encourage vivid expressions of emotion; in other cultures, children may be less expressive. When children focus their attention on a learning tasks, culture may influence whether they show this attention in intense gazes or in sidelong glances, and whether children explore the learning material
Language and emotion are very important to human development as it creates identity and perception of the self. In addition, language and emotion are important to socialization and a person’s perception of the world. These messages are taught differently throughout the world and are influenced by the family, community and culture therefore children adapt as a result of their learned experiences (Miller and Mangelsdorf 2005). This paper focuses on research conducted by Kusserow (1999), Fung (1999) and Orellana (2001). The researchers’ methodologies differ greatly but each touches on the approach of socializing children into each culture and subculture’s teachings on acquiring various forms of language and emotion.
The article talks about how teachers need to have cultural compatibility. While it might be difficult for some teacher to grasp and understand the different cultures behaviors and beliefs. For those teacher that can are more likely to provide a learning environment that is enriching and responsive to the children’s different cultures. Teacher should have “meaningful interactions with members of other cultures and promote cultural disequilibrium (Colombo, 2005, p. 2).” Activities that have this are more likely to increase cultural competence.
Kaiser, B., & Rasminsky, J. S. (2003). Opening the culture door. Young Children, 58(4), 53-56.
All theories are research-based, and all investigation is centred on interacting with children and interviewing people involved in their lives, trying to understand the child’s view of the world. Childhood studies recognize that every child is different and socially constructed, influenced by external factors, such as cultural and social constituents.
This presentation/paper examines the results of four research studies that address the question of what factors influence the cultural differences in learning styles. The studies selected are from research studies that were published in scholarly and refereed journals during the period 1990 to 1999.
One of the greatest influences on a person lis their family. For the duration of a person’s childhood, the majority of time is spent with family members. A family sustains a child’s livelihood and they work to determine how a child will mature in the hope of sustaining a successful future. Over this period, family members’ opinions and views wear off on the individual, causing a change in perception.
Albert Bandura’s theory of social learning suggests that children learn by observing people around. Parents are child’s first teachers and role models. Child’s cultural views and belief system is generally identical with his/her parents/carers.
...the most beneficial strategies to increase efficiency in learning. The research educators should analyze the perception of such pedagogy on family members with diverse cultural backgrounds. Some parents may feel that they are being forced into adopting other cultures, which may create a negative attitude towards the school administration. This may also affect the children’s academic performance if they feel left out. It is essential to establish measures that ensure all cultures are equally considered in fostering effective learning. Researchers should seek further information on the effective strategies that can help students remain interested in learning about different cultures. Students should involve their parents in the learning process; therefore, it is vital to examine the home-school culture and determine the impact of each aspect in the learning process.
Culture, where and how a person is raised, affects a person no matter how much they dislike the way they are being taught the ways of life. However, moving to different places as a child and coun...
...the blue print to their future characteristics and skills in adult life, this is observed by Dr Elizabeth Kilby, Dr Sam Wass and Psychologist Paul Howard Jones to have more of an understanding on how the children learn through their own experiences and not being adult led. Their home life and adult influences have a huge impact on their development and skills.
Culture is a powerful influence plays a big role in our interactions. Culture may also impact parenting style and a developing child. Having a strong sense of their own cultural history and the traditions associated with it helps children build a positive cultural identity for themselves. This also supports children’s sense of belonging and, by extension, their mental health and wellbeing. This class is crucial in understanding and working well parents, staff, and children. An effective educator understands how students’ cultures affect their perceptions, self-esteem, values, classroom behavior, and learning. As director, I need to use that understanding to help my students and staff feel welcomed, affirmed, respected, and valued. One way that I can do this is by using multicultural literature, especially children’s literature, to honor students’ culture and foster cross-cultural understanding. If cultural differences are not understood by teachers and management, it can lead to miscommunication and misunderstandings on both sides. It will be my job to do all I can to overcome both language and cultural differences to ensure a positive learning environment for
There are many different aspects of environment that can affect the development of children. One major environmental impact that influences the development of a child is the neighborhood they are raised in. Within the neighborhood there are several other aspect of influence. Where a child is raised can affect their behavior, attitudes, emotions, personality, values, health, and so much more. This can be seen in their personal lives at home to their social lives around others in classrooms. The affects of a child’s development due to their environment can be seen in both a positive and negative aspect. The neighborhood that a child is raised in can be very critical in their development. It may have a significant effect on what he or she becomes in the future.
There are many factors that play a role in the learning process for every human being. Race, religion, language, socioeconomics, gender, family structure, and disabilities can all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultural differences throughout the classroom. It no longer suffices to plan educational experiences only for middle-or upper class white learners and then expect students of other social classes and cultures to change perspectives on motivation and competition, learning styles, and attitudes and values that their homes and families have instilled in them (Manning & Baruth, 2009).
My inquisitive nature is well-suited to the American style of education that spotlights a person’s critical analysis ability and individuality, even though at first, adapting to American-style education was a challenging adjustment after I had spent my earliest years in Asian educational system. This challenge was somewhat alleviated by my previous experiences as a teenage backpacker. Through different experiences I gained in different cultures, I became more adept at adapting efficiently to various situations. In addition, I am able to challenge myself to become not only a better student, but also a better individual, achieving personal and emotional independence early. Additionally, I exposed myself to a broad variety of different ethnicities and cultures due to the multinational composition of the students at Pasadena City
Li studied the difference in learning beliefs between Asian and American children. Jin Li has recordings of two different mothers and sons. One mother and son who were American had a conversation, the mother told her son that intelligence comes from the books he reads. He does not enjoy reading, and it seems as though he has a bad attitude toward books. From this, he is taught that even if he does not enjoy something he just needs to finish what he starts. The other conversation was between a Taiwanese mother and son. The son plays the piano, the more he practices, the more he improves. The mother tells her son that with great attitude and practice comes great achievement. The little boy practices hard and tries his best. Although he may mess up, he does not give up. This shows he likes what he does and he likes the outcome of it. The difference between mothers is that one tells her son he needs to learn what he is given, while the other tells her son he should love what he does in order to achieve the best possible outcome. I believe if a person loves what they do, they will work harder and give forth more effort and attitude. If someone is given something they may not understand , nor like, they will get frustrated and give up on it. It’s easier for a person that likes something to give positive attitudes toward it in order to figure out how to solve or practice for it. Another study was done with fifth grade students, the students were given an impossinks problem. The American students gave up on the problem within the first 30 seconds, while the Japanese worked on the problem for an hour, having to be stopped by their teacher. This shows a difference in how a child in each culture is taught. The American students gave up because they were not taught how to do the problem, in this culture they are told that their is always gonna be someone there to