What Are The Changing Faces: Parenting, Culture, And Child Learning And Development?

Iruka, Iheoma U. Durden, Tonia Kennel, Portia (2015). Changing Faces: Parenting, Culture, and Child Learning and Development: Zero to Three, 35 (4). 10-18.
“Parents are central to children’s health, development, and memorizing. This is often the case in early childhood where the types of interactions that parents have with their children, the cognitive stimulation they provide, and the home environments they create, lay the foundation for future life and academic success.”
In this professional peer reviewed article, the authors are amplifying the important role which parents play when nurturing their children starting from conception. They are all in agreement that parents are the first line of defense for their offspring; whether it is emotional,

Whether this mentor be a parent, teacher, caregiver, or someone else other than her parents. Particularly, in today society kids tend to become more attached to their caregivers because parents spend less time with their off-springs and more time at work; breaking the emotional bond that is to be. Consequently, children develop an unbreakable emotional bond for their caregivers; one that is nurturing and emotional. This helps create teaching that of the caregiver to the child that is contrasted to the teachings of the parents. Meanwhile, the child fails to learn her parent’s way; ultimately creating a detachment that would last for a long

Theory of Human Development: It’s Evolution From Ecology to Bioecology Vol. (5) Issue 4, (243-258). 16.
“Bronfenbrenner concluded that human development involves both continuity and change. There is a progressive change in the person’s characteristics over time and space (1975, 1978, 1979b), which signifies continuity both in the person and in the environment (1975), as well as changes by virtue of the dynamic relations among the person, the environment, and the other people within that environment, all engaged in reciprocal activities that (in other words, foreshadowing proximal processes) become progressively more complex (1973, 1977a, 1979a) in an enduring pattern of activities (1973, 1975, 1979a).”
This professionally written piece describes Bronfenbrenner’s believe that in order for this continuous change of the child she must be able to master the five sectors of her environment, which are the micro, meso, exo, macro, and Chrono systems of her environment. Furthermore, she must not only be able to master what is within her environment, but the exosystemic as well to reach full proximal in her development. However, he also believes that the individuals in this child’s environment also plays a crucial role in acclimatizing and allowing the child to master her domain. Thus, this exchange aid all in the environment; being able to be a successful product in both her microsystem and exosystem