Social And Cultural Factors Have A Significant Influence

Language is very individual, not everyone will think the same, this is the same for children, from the moment we are born we are exposed to the world of language, this isn’t just verbally, we use written language also. Language is something we do in our everyday life’s, it is something we learn from the world we socialise in and in our culture, children will mimic those around them and, learn language themselves by interpreting the world around them. We use language every day to express our thoughts, feelings, create and maintain social relationships. “All language written, spoken and visual-arises from cultural and social contexts and is understood by people in terms of their social and cultural backgrounds” (Campbell, R & Green, D. (2006). pg 2). This is where children in classrooms are influenced by social and culture backgrounds. How children learn in the classroom will depend greatly on their exposures they have had in life, does their culture practice of language and literacy compliment or conflict the practices that is expected at school. There is no right or wrong answer, it is very much expected that not all children will practice at home what is expected at schools, This is why as teachers, we need to be aware that not all children are the same, as we are not, they may use language differently , so “ Teachers are therefore faced with the task of observing children, locating their interests and needs as well as their uses of language” (Campbell, R & Green, D. (2006). Pg 6). Children want to feel they are in an insider regardless of their past learning, all schools should be able to assist children transition into learning at school. When it comes to teaching literacy and language, “All children are from differing language and cultural backgrounds, children with

In the “Study of the Child: Theories of Development I” (Learning Seed, 1997), according to Vygotsky, the cognitive development in children is in direct relationship, and dependent on interaction with others. (Feldman 2010, pg. 20). Vygotsky believed to truly understand cognitive development; a child’s social and cultural experiences must be considered.

Since language is our means of communicating cultural knowledge, it is extremely important in this theory. Vygotsky was particularly interested in the relationship between language and thinking processes; he believed language was crucial for cognitive development.

The term language means to understand a range of signs, symbols and gestures used to communicate and express themselves for example a child smiling or frown or waving their hand. Language can come in two ways expressive and understanding. Expressive language means describing objects, building sentences and following rules of grammar so things make sense. Understanding means processing and making sense of what people are saying and understanding words that are being spoken. In my setting children will tend to follow the understanding language as they might just about to begin to understand and process simple things e.g. sitting down, standing up.

Lev Vygotsky believed that social and cognitive development work simultaneously to build and evolve on one another. He believed that social, cultural and personal experience cannot be detached from each other and many things influence the way children learn and develop, not just their own experiences, thus Vygotsky’s socio-cultural theory. Vygotsky’s ideas were and remain controversial as he had no specific training in psychology or children’s development. His preeminent contribution to children’s development is his recognition of the value of progressing knowledge by means of interaction with educators, peers and family (Mooney, 2000, p. 83). The major ideas of Vygotsky’s theory are scaffolding and the Zone of Proximal Development (ZPD). Scaffolding is a process Vygotsky described as the framework or temporary support for children’s learning. In order for scaffolding to be beneficial, it must be responsive to the child’s needs (Coon & Mitterer, 2013, pp. 106-107).

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,

The socio cultural determinant that is associated with the impact of groups at risk of cardiovascular disease (CVD) are media factors. Media impacts a person's views and opinions of certain subjects, such as groups associated with smoking. The media influences the smokers by educating them about the dangerous effects of it, therefore leading to a decrease in smoking and then leads to a decrease in the trend for cardiovascular disease rates, as the people who view the commercials understand the effects of the activity. The socioeconomic determinant that is associated with the impact of groups at risk of CVD is income. Income effects those who are unable to have the pleasure to spend on health products and services, due to their socioeconomic

Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should

The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory. Vygotsky 's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed

Vygotsky 's Sociocultural Theory explains the interaction between the cultural and historical facts. There are three different theories that Vygotsky 's uses which are : matching, zone of proximal development and scaffolding. Matching is based of the child’s culture. Zone of proximal development has three different components the role played by culture, the use of language and the child’s zone of proximal development. This development shows what the children can accomplish independently and potentially depending if they received guidance along the way. Scaffolding is apart of learning, in the beginning parents’ are there too hold your hand and provide for you. When you get old enough parents let go and let you figure out life on your own.

One of many historical factors influenced the United States, but I will be focusing on one main factor which happens to be slavery and indentured servitude. Slavery converted America into a profitable influence. Imprisoned males, females, and kids worked to create billions for their owners and deceptively this practice has persisted to contemporary time, which describe the quote “immense amount of capital which is invested in slave property is owned by widows and orphans, by the aged and infirm, as well as the sound and vigorous” (Henretta, Hinderaker, Edwards, and Self 348). Regardless of the failure of the leaders which this state was allegedly constructed, and the thorough absence of a slave practice in England. This poisonous and cruel reliance has had much in mutuality with the moralities of the inborn people, rights of women, and the Apartheid crusade in South Africa, because slavery is a defiant act and a battering alongside all

Justification of this critique was also provided by Vygotsky theory of development .Vygotsky (1929) believes that adults and child’s peers are involved in shaping cognitive development of the

Vygotsky’s sociocultural theory of development suggested that to develop cognitively, children must have social interaction. He also “believed that this lifelong process of development was dependent of social interaction and that social learning actually leads to cognitive development” (Riddle, 1999). Vygotsky believed that children 's social learning must come before social development. Vygotsky also believed that "human activities take place in cultural settings and cannot be understood apart from these settings" (Woolfolk, 2004). Therefore, our culture helps shape our cognition.

Vygotsky (1978) was a famous theorist in the field of cognitive development specified in fundamental of social interaction. He believes that an exploration of social development in an individual is crucial. Vygotsky’s approaches seen in the development of children’s meaning-making processes in social and cultural context (Mahn, 2012). Vygotsky (1978) in McLeod (2012) mentioned that the process in “making meaning” plays an important role in the community. An “everyday concepts” or day-to-day experiences are what Vygotsky believes on (Au, 2007). The impact of this theory through culture, development, learning and education remains in the 21st century (Hedges, 2012). Children’s senses in making and thinking connects through their new learning experiences as well as understanding. These known as working theories where children are believed to find connections with their everyday life experiences and learning process. Hedegaard (2009) mentioned that children learn and grow by being involved in their everyday activities in the community.

His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).