Socio Cultural Factors In Child Development Education Essay

Socio Cultural Factors In Child Development genteelness EssayChildren are the future of e rattling nation and people consider always strived for table serviceing them to reach the roughly of their potential in the horny state span. Todays small fryren have more complex needs which should be fulfilled for their correct aim of emergence. In this work we pass on try to everyplaceview terce kn take theories of shaver study and analyze the similarities and differences between them, as it is very local to know already existing theories to evaluate properly modern approaches to electric razor education and fix turn expose the essence of interaction of cognitive, forcible and emotional information of electric razorren to realize the immensity of knowing o their needs.Lev Vygotsky foc gived on the socio-cultural factors in child reading which he considered the most valuable. He state that most of knowledge which all(prenominal) child gets in the course of his supp uration is provided by a wise and experienced tutor (mostly parent or teacher). The tutor provides the child with both(prenominal) literal and nonverbal instructions which the child is meant to follow. And natural curiosity of the child helps him to do this. Vygotsky believed that higher mental regalees in the individual have their origin in social processes.1Moreover Vygotsky maintain that that social information had a tendency of preceding exploitation. Vygotsky was sure that learning was a essential and universal aspect of the process of developing culturally organized, specifically human psychological function.2Also Vygotsky developed a system of higher mental functions. These functions are developed from the cultural as well asl, which are got by children unconsciously, in the process of getting the cultural, historical and other information by means of the verbal and nonverbal interaction with a tutor. In the process of knowledge children learn how to habituate thes e cultural tools. Higher mental functions include help, verbal thinking and memory.It is interesting that among all the mental tools Lev Vygotsky considered langu date as the most specific and important one. On the one slip away it is a necessary mean to provide children with verbal instructions, age on the other hand it serves as an utile means for intellectual adaptation of a child. unavowed speech according to Vygotsys mathematicalness helps children to deposit needed strategies to their activities3. Thus, language is nonhing else, but a boost for thinking and understanding. dungaree Piaget dungaree Piagets theory of child education is cognitive and is based on the system of introduces of cognitive development of a child. Following this system we may recognize much(prenominal) details asSensori motor set up (0 -2 years). At this stage children investigate the environs roughly them with the help of their sense. They excessively start learning how to master the th ings around them. For example, they get to know that if to throw an object it will fall and clear up some kind of noise. During this stage children realize that even if the object is not near them it still doesnt stop existing.Preoperational stage (2 7 years). This stage is in the main characterized by childrens inability to see things from the different taper of view, but their own one they are very ego-centric. At this stage children learn how to use language to describe objects in the world.Concrete operational stage (7-11). During this stage children can already think logically and predict the sequence of their actions. They also can classify objects into several categories.Formal operational stage (11+ years). At this stage children may think abstractly and can plan their actions done hypothesis. Moreover they are deeply concerned about the future.The key belief of the developmental theory of Jean Piaget is that nature is dominant over nurture.4 egress of his system of s tages of cognitive development of children we see that the first stage is sensorimotor one. At this stage the infants movements, carnal and intellectual lack precision and his activities and attention are dominated by external stimulation5Piaget underlines that the initial instincts including the see of sight, taste, touch, and hearing- of people are the most powerful and it is they which make their personalities on the whole.Jean Piaget believes that children are no slight intellectual than adults, but they think differently. From the very moment of birth of each child he has to do a lot of things to understand how people interact and how the whole world works, and then we suppose that they are less mentally powerful. Indeed, children have more confused brain abilities than adults, so if to take this suggestion as a outset point it is possible to overestimate our methods of teaching and educating.Arnold GesellThe maturational theory of Arnold Gesell, which is characterized by biological perspective, is based on the belief that every child has a specific plan or programme within his body as for his development. Gesell was convinced that heredity or nature has a primary tempt on the development of a child.Gesell is known for establishing certain norms for children at every stage of their growth and developed the so-called gradients of growth. Among them we may occur motor characteristics, personal hygiene, fears, emotional expression, play, school life, ethics, and philosophic outlook6.Gesell believed that the development of the child through any education or play should be spontaneous. He suggested that through the course of evolution children inherited some kind of decree which prescribed their actions and needs, so if a parent wants to help his child o find his life path the most effective way would be to let the child choose it himself.The key similarity in the developmental theories of Jean Piaget and Arnold Gesell lies in their belief in the dom inance of nature over nurture7. Both theorists also developed original systems of measuring either the stages of child development or the indicators of their growth. Moreover it is needed to point out that all the three theories are promoting effective interaction of tutors and children in the process of their development although according to each of the theories their work is differently directed.Unlike Vygotskys model that social learning should obviously precede the development Piaget considered that learning was less important thing in the child development the main find instead he saw in nature. Also it is necessary to character that Vygotsky paid much more attention to the socio-cultural factors in child development than other theorists8. Although the theories of Gesell and Piaget are alike in many aspects, the difference is that Piaget underlined the major(ip) influence of sensorimotor stage on child development while Gesell believed much in heredity, i.e. Piaget maintai ned that the child cannot enter the next stage until he fulfills the previous one, while Gesell was sure that child would be whom he ought to be due to the biological scheme within his body.Analyzing the theories of child development makes us ponder over importance of effective interaction of cognitive, corporal and emotional interaction in the process of development of children. In the look of fact unless all these aspects are properly accomplished the child has fewer chances to realize him or her in life as it is needed. Cognitive development refers to memory, concentration, attention and imagination9. It helps children to do well at school, dream, pretend what they will be in future, model different life situations, understand and use symbols, count and even write compositions. On the whole cognitive development is necessary for a child to solve their problems at every stage of their development. Proper physical development is responsible for childrens coordination, motor abili ties and other physical skills. Emotional development helps children to possess such(prenominal) traits as self-regulation, self-sufficiency, self-concept and proper egotism10. If only the previous aspects of development are in proper level child has chances to make a positive and healthy self-image. The main point is that poor physical development may influence badly the level of attention or even memory of a child which would certainly lead to problems at school and thus to under-self-estimation. And vice versa if a child is poorly developed emotionally he may be supine and ignorant which will lead to poor physical and cognitive development11. Therefore interaction of physical, emotional and cognitive development is of primary importance both for tutors and children.Evidently knowing the principles of forming of the childs personality is of great importance both for parents, teachers and psychologists. Unless we know the needs of the child or an adolescent at the specially stag e of his development we will hardly be able to help him. Knowing the key milestones of the development at childs age group it is possible to evaluate his or her physical, cognitive and emotional development and find the best way fro every concrete child to improve each aspect. It is furthest more important nowadays, when children have access to the media, computers and Internet and can themselves find all the answers(as it seems to them) to their questions, so they seldom ask their tutors how to solve their problems instead they make decisions by themselves, often no the most reasonable ones. In such situations it is accompanimently valuable to be aware of the peculiarities of development of children at this age and what problems most of them usually face. It goes without saying that knowing norms of children and adolescents will help to find adequate advice to promote children to reach their potential in life.All the three theories of child development proved to be reasonable a nd useful. We found out that Lev Vygotskys theory was based primarily on socio-cultural factors of development. The theorist believed that learning preceded development and that made the main difference between his theory and the theory of Jean Piaget who was sure that the childs potential depended on the development of his senses and instincts first of all. Another adult theorist Arnold Gesell was sure that nature dominated over nurture too and his key concept was that heredity was absolutely responsible for the development of particular child. Gesell and Piaget even developed their own systems of evaluating of either the stages of child development or the indicators of their growth. Although the theories differ in many aspects, every of them is directed on effective interaction between tutors and children and that is the key value of every of them. It is important to be able to realize the needs of children and adolescents to help them in reaching their potential. In this process it is necessary to each a well-organized interaction between cognitive, physical and emotional development of children.