The Cultural Perspective On Children 's Learning Essay

Example in Setting: children learn the word sounds or phonemes and practice these, then they can put them together to make words.

Vygotsky proposed that children’s development is affected by their culture and social interaction. He also suggested that children are not born with knowledge but they gain it through their social interactions with peers and adults; he does not rule out the importance of biological processes but proposes an interdependent relationship between biological development alongside social activity and cultural interaction.

Vygotsky’s sociocultural theory focuses on human learning as a social process (cite). He believed that social interaction plays a significant role in the development of cognition in children that follows them into adulthood. After reading through the discussion boards by my classmates this semester, it seems that Vygotsky’s theory sits soundly with most of the class. The theory appeals to me because it leaves room for cultural and societal change. If one is to look back in history, they would notice things that are different between children back then and children now. Perhaps children back then were more respectful towards their elders, or maybe children today are more tech-savvy than ever before. This can all be attributed to

After reading the book to the children I will engage the students in a classroom discussion that aims to uncover what they might know about their own cultural background. Questions posed could include, “do you know where you were born or where your mum and dad were born”, “do you speak any other languages at home and what is that language, can you say something to us in your home language?”. These questions aim to uncover the diverse cultures within the classroom and by engaging in a group discussion the students learn about each other and learn that they all have different experiences and cultures. According to Fellows and Oakley (2014) reading stories to children provides the ideal context to develop oral language which can be further enhanced with educator led discussion (pg. 90).

When delivering school curriculum, educators must meet the needs and strengths of all students. The Australian Curriculum allows educators to personalize their teaching and learning programs by selecting content that is stimulating, challenging and meets the individual needs and strengths of all students in a classroom (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015). The Early Years Learning Framework (2010) explains how a student’s culture is central to who they are as a human being and gives them a sense of belonging (pp. 21-22). Using these two documents, educators can carry out learning programs that caters for all needs,

The tightness of a parents’ grip upon their children can reflect the way we function for the rest of our lives. Too tight, and we desire freedom and indulge in rebellion. Too loose, we become lost souls, hopelessly searching for that one constant comfort in a sea of dissatisfaction and loneliness. Lev Vygotsky theorized that a person 's psychological development is formed by his/her past and social environment. Vygotsky focused on the social interactions during the learning process and claimed there is a deep interrelationship between social and cognitive development. He believed that children are curious and actively involved in their own learning. They discover and development new understandings about the world by observing those who are in their immediate surroundings.

The approach is based on the idea that an individual’s activities occurs in a cultural context and can be best understood in their historical development (Kagitcibasi, 2012). Vygotsky developed this theory with the intent of coming up with a way to explain human behavior. The theory examined various subjects including the psychology of art, thought and language; and also focused on education of students with special needs. Vygotsky believed that caregivers, parents, peers, and culture at large play an important role in developing an individual’s higher order functions. There are various modern time interpretations of this theory with one focused on explaining human development. In this context, the sociocultural theory explains that learning is a social process and the society makes a significant contribution to individual development. The theory states that learning is based on interactions with other people and once this has happened, the information is then incorporated on a personal level (Hutchison,

It provides the concept that interactions are important between developing people and the culture in which they live. Lev Vygotsky believed that parents, peers or care givers as well as culture in which they live. The socio-cultural theory is believed to have grown from the theory that parents, care givers, peers and culture at large were responsible for development of higher order functions.

Many scholars and journalists (e.g., Bergin & Bergin, 2015; Boaler & Staples, 2008; Lareau & Horvat, 1999; Lareau, 2002; Lewin, 2005) insisted that culture initiated and possessed by different groups of people influences schooling and learning of children in distinctive ways. This paper aims to investigate students? cultural capital from home influencing schooling and learning. Regarding Bourdieu?s (1986) culture capital, group of people has been creating and living within their own habitus embedding believe, culture, cultural materials and activities, norm, and so on. Framed by Bourdieu?s cultural capital states, this paper demonstrates three aspects of cultural capital including the embodied, the objectified, and the institutionalized states. Generated within our habitus, these three aspects create us differently regarding our beliefs, thoughts, behaviors, and interaction. I interviewed several colleagues and fellows and selected five interviewees whose data is synthesized and presented in the following sections. In addition, the interviewees? personal and educational background will briefly be presented. In a conclusion section, I specifically suggest parents to support their children? cultural capital. However,

One of the psychologists who made a significant contribution and stimulated a lot of studies in addressing the cultural impact in human development was Vygostsky. He introduced the sociocultural theory, which focused on culture transmission from one generation to another. He also theorized with social interaction, children to acquire the way of thinking and behaving

Vygotsky felt that the child’s current sociocultural environment played a strong role in how well they learned and language plays a strong role in shaping their thoughts. He also felt that the teacher should guide the student and that other students should be used as part of the teaching

After I read Lev Vygotsky: Sociocultural Theory of Development what I got from reading it is that he believed that teachers and parents was the ones responsible for teaching children and developing them to a higher functions. I also got from reading his theory was that he wanted children to be engaged in their own learning and education as well. I also read that Vygotsky though that learning had a way of interacting with other people as well. He had a technique called Scaffolding and which was children been guided through there learning. I think he felt that children can use their language skills to help them solve problems as well as communicate and understand new things in a way. I totally agree with him that children learn well in an environment where it is other kids are at.

Many philosophers have developed theories of how individuals learn over the decades. As an individual progresses through life from childhood to adulthood, the manner in which they take in knowledge, and mature is the basic theory of cognitive development. Cognitive development can be described as how an individual’s thought process develops, and how these thought processes impact how an individual comprehends and interacts in the world. The psychology theorists of the past have shaped the classrooms of the present. There are many theorists that have influenced the teaching styles of today and a theorist that has significantly impacted today’s style of teaching is Lev Vygotsky (1896 – 1934). Vygotsky, a Russian psychologist and philosopher developed the Sociocultural Theory in the 1920s. He believed that children’s mental, language and social development is supported and enhanced through social interaction. Vygotsky believed that beginning at birth, children seek out adults for social interactions and that development occurs through these interactions. He stressed the idea the children learn through what he called guided participation. His theory was that children develop through interactions with parents, teachers, and other knowledgeable members of the culture.

This reflects an intercultural pedagogy where teaching strategies can be matched to the child’s need and learning styles (Pricope, 2015) and where all individuals-the child, his/her family and the teacher/s-learn co-operatively (Ponciano & Shabazian, 2012). In supporting this child, the teacher needs to ensure that the setting values and respects the child with his/her diversity and differences. Such an anti‐bias environment takes all children’s perspectives into account encouraging them to develop their identity and make choices for themselves (Derman‐Sparks, 1992) and avoids the assumption that our world view is their view (Gerrity, 2003). Implementing such an anti-bias, multicultural and intercultural pedagogy while tailoring strategies to suit the child’s needs and learning style creates a sense of belonging, well-being and acceptance where the child gains confidence to engage in the setting and try new experiences (Cook, Klein, Tessier & Daley, 2004; MoE, 2017).

In this sun safety unit, it will require children to participate in different contexts to benefit their learning. These include: