Part 2: Impact in the key moments in Personal Development
When I was about five years old, my both parents were working, left us under the care of my extended family. My grandparent and relative looked me after and taught us on cultural values and belief. This enables me to explore and learn different cultural aspect, religion, and belief system more over learns different languages. I honestly had an awesome parent. My both parents loved me dearly. I was living in a village environment. One of the key moments in my personal development happens when I was 5 years old. My grandparents were raising me up, along with my cousins. My cousin was older than me, they used to be my mentors in facilitating in skills and learning, examples gardening,
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The concept of Tuakana-teina is customarily and integral part of practice among the Maori people. The expert older brother, sister or cousin may assist the younger child to extend their current skills and knowledge. (Drewbery & Claiborne, 2014). The child could learn the problem-solving method from the older child. The Maori concepts of Tuakana-teina have a similarity to the concept of Zone of proximal development of Vygotsky Theory. Vygotsky approached was different to Piaget view According to Piaget the five years are categorised as a preoperational stage, the children unable to understand concrete logic and relate to others view points. Piaget defines the character as Egocentricism. (Berger, 2014. pg. 35-66). Moreover, in my past experiences, I did observe children had a role-play pretending to be a mother, doctors and police in child play. Moreover, I also notice that in early childhood the educators do implement the zone of proximal development by scaffolding the children in the play areas, for example encouraging children to play
Parten’s idea of child lead stages of play would support JNTCP ‘behaviour that is freely chosen, personally directed’ as when the child is ready to progress they make the personal decision. It could be said that Parten’s job would have influenced the way she views play. Being a psychologist may have led her to believe that child led play is more beneficial for the child’s development as they are able to figure it out for themselves, thus making the child more independent. A teacher idea of play however, would be the opposite to that of a child psychologist, as a teacher would believe that adult led play is more beneficial for a child, as it can have a planned outcome and consequently better the child’s social, emotional and physical development. The Researching Effective Pedagogy in the Early Years (REPEY, 2002) research clearly states that there becomes a point where children need to be supported by an adult in order to further their thinking. Vygotsky theory of proximal development would support the teacher’s idea of child lead play. Proximal development represents the gap between what a child can accomplish alone, and what they can do with the guidance of an adult. Similarly, Bruner’s theory of scaffolding mimics the same idea as Vygotsky, the adult giving a helping hand to the child’s play to better their learning and
I was born in the Dominican Republic, November 2, 1982. I lived and grew up in a countryside where everybody knew each other. My childhood years were full of wonderful experiences where I felt loved by my parents and my family. I went to school around 6 years old. I had to walk around 30 minutes to get there from my house. My father was a farmer who had to work long hours in order to sustain our big family. My mother was a housewife; she was in charge of taking care of us. I have five siblings, three boys and two girls. I remember that at that time we did not have many things in our house. We did not have electricity and also we did not have a service of water. I remembered that my father had to go to the river to get water for the necessities of the house. At that time my family was very poor, but my
Piaget’s theory is developed from the idea that the child constructs their knowledge individually whereas Vygotsky argued that children develop tools of learning by communicating with more knowledgeable others (O. Lourenco 2012). Piaget suggested that children develop through a series of four stages in their thinking – the sensorimotor, preoperational, concrete operational and formal operational stages each of which causes broad changes in the child’s intelligence structure and their logic (reference). These four structures are mental operations which are applied to anything in the child’s world these mental operations are referred to as schemas which grow and change from one stage to the next (book). Vygotsky had very different idea on this subject although they both agreed that the child is the active constructor of their own knowledge
How your culture had shaped who I am today? I was born and raised in China for at least 8 year, and my parents’ culture have once deeply influence my choice of the future and limit my vision. As everyone know, China is once a communist country, similar to old Russia (USSR). People are not allow to be wealthier and education are limited. In Chinese culture, it is necessary to subject one’s own desire for a greater value to the family. If I don’t follow my parents order, it will brings shame to the family. There were moment in my life where I would follow the tradition and culture as a nice son, but I am tired of following the tradition. Sometimes, we have no clue that we live under the internalized oppression from culture and elder. Internalized
To what extent do you consider that you have already started to develop the approaches of a critical practitioner? Analyse and evaluate your progress using examples from your work to illustrate your arguments.
Te Whᾱriki is the New Zealand’s early childhood curriculum, which was developed in 1996. Compared with Reggio Emilia Approach, they have similarities as focus on children’s interests; develop children’s learning though interacting in relationship with others, emphasise the importance of environment and adults’ active responding. They also differ in many ways, such as teacher’s role, culture background and documentation and Assessment.
The third stage is the Concrete Operational stage (7-11 years); this is when children are starting to solve problems mentally and develop concepts and are beginning to get better at understanding and following rules. Piaget’s fourth and final stage is the Formal Operational Stage (11 years and over); this stage is where the child is able to think not only as in the terms of the concrete, but also think in the abstract and is now able to think hypothetically. Piaget’s theory is one where children learn in a different manner to that of adults as they do not have the life experiences and interactions that adults have and use to interpret information. Children learn about their world by watching, listening and doing. Piaget’s constructivist theory has had a major impact on current theories and practices of education. Piaget has helped to create a view where the focus is on the idea of developmentally appropriate education. This denotes to an education with environments, materials and curriculum that are coherent with a student’s cognitive and physical abilities along with their social and emotional
The similarities in the theories, including the development perspective and dialectical approach, are very complex and focus upon the fundamentals of each theory. The differences in each theory make them very unique, including the autonomous and heteronomous approaches for each respective theory. The four cognitive stages of Piaget’s theory, including sensorimotor, preoperational, concrete operations, and formal operations, provide a clear, effective progression of an individual’s development path from infancy to adulthood. This is very unique to Piaget’s theory and is utilized immensely in academic studies of psychology. The fundamental aspects of Vygotsky’s theory, including cultural and historical factors contributing to the individual’s development is also very unique and is regularly utilized in academic studies. Without the research that each theorist conducted and presented, the psychology studies that we know today would not be the same. The work of both respective theorists will continue to be utilized in academia and in psychology for many years to
For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved.
Provide written reflection on your own current skills and competencies against professional standards and organizational objectives given in the scenario. [1.1]
Our parents work hard to get us where we are today. Due to the fact that my parents had lack of education and there English wasn 't that good they wasn’t able to get a job that was more relaxing. Though they work in company only they were able to earn enough to raise all of us. Through nurture, now that I’m older I don’t exactly see all the struggles that my parent had gone through to raise me, but I do see and understand more about the struggles. Their love for us, nothing can compare to it. Seeing what my parents had gone through and how hard they have work inspired me to work hard, go to school get a good job so in the future they can depend on me and just rest.
New Zealand Early Childhood Curriculum document (Nuttall, 2003, p.254). However two are predominant and stand symbiotically on the pages and in the intent of the curriculum. Bronfenbrenner’s ecological, system’s theory, which emphasises how the quality and setting of the child’s environment influences the child (Ministry of Education, 1996; Paquette, & Ryan, 2001) and Vygotsky’s ‘sociocultural theory,’ which describes learning as a social process originating in society or culture and passed through generations (UNESCO, 2004). Discussed within this essay will be a review of these theoretical perspectives illustrating their explanations for how each influences the child, how the child learns, how development is explained, and how these theories are reflected within Te Whāriki.
It was on a Friday morning at 4:30 A.M. that happiness and joy filled the hearts of both my parents. I was born on November 29, 1996 at Broward General Hospital in Fort Lauderdale Florida. My parents had five children, and among the five children that they had, I was the third (or middle) child from them. It started off as two boys, then I came along as the first girl, after it was another boy, then finally, another baby girl; so total was three boys and two girls. The way that my parents lived and treated each other was the same as if any other married couple that loved each other so much. They’ve gone through a lot to get to where they are now today, but they made it and along the way had us five children. They have been really strong with each other which made them only have the five of us and no other step children. My mom is a great cook and enjoy cooking for us; this is probably where my passion for culinary comes from. My dad is an amazing tailor, he is very good at making our clothes, and my passion for fashion probably came from him. My dad is also a teacher, one of the best math teacher I know, he is passionate about his job and his family is the center of his universe. I cannot finish this chapter without mentioning my grandmother, I was lucky enough to have ever met. I had spent part of my life time with her, like the rest of the family she is sweet, my grandmother Abelus,
Later, I and my best friend Yonas we went to her home and he introduced me with her and we still are good friends. My childhood memories were the sweetest period of my life and I won’t forget my childhood memories based on those reasons that I mentioned before. The most important lessons that I learned since I was in elementary school was that how to shape my self focused in my education, respect everyone, reading different kind of books that might help me to look on my future career, and how can I be fulfilled my future dreams. And I have inspired by my mother Alem since I was in elementary school because she helped me a lot to focus on education, and she did more than enough for me and I’m thankful to have a mother like
The Te Tiriti o Waitangi was a contract that Maori people believe to be an acknowledgement of their existence and their prior occupation to the land, give respect to their language, culture and belief and “it established the regime not for uni-culturalism, but for bi-culturalism” (Sorrenson, 2004 p. 162). This essay discusses the historical events, attitudes and beliefs regarding Te reo Maori, its relationship to the Te Tiriti o Waitangi and the significance of bicultural practice in early childhood education.