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Introduction to nature nurture argument
Introduction to nature nurture argument
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1. Introduction Social constructionism gives meaning to phenomenon in social context and connections between culture and society build up realities in their circumstances. The studies of this idea have been conducted more than thirty years by a number of North American, British and continental writers (Burr, 1995). However, in childhood studies this notion appears later on. It is mostly held universally, childhood is a stage that biologically existing in human life in early years. It should be considered this childhood is constructed in the society. As a social being, it brings into the mind the relationship between society and child, inevitably. However, the dominant understanding of childhood attributes biological and social development, as figurative symbols of developmental progress (James&Prout, 1997), but rediscovery of childhood in sociology is reviewed children as social constructions rather than dependent and passive natural category (Corsaro, 1997). Prout and James (1997, p. 8) gives key properties for future of developments in childhood sociology which points “childhood is understood as a social construction and appears as a specific structural and cultural component of many societies”. There are many debates about the journey from the developmental psychology to sociology in childhood studies. Piaget and Vygotsky take part in developmental psychology destination which Vygotsky’s pioneering studies in related to social influences supports the idea of social constructionism. From constructivist view to social constructivist view recent perspectives argue reciprocation between social life and children. In order to clarify these interactions, family institution -as an intensive role player- sets a good example. Children... ... middle of paper ... ...Piaget-Vygotsky: The social Genesis of Thoughts. Psychology Press: Hove, East Sussex Tudge, J.R.H. and Barbara, R. (1989) ‘Peer Influences on Cognitive Development: Piagetian and Vygotskian Perspectives’. In M. Bornstein / Jerome S. Bruner, ed. Interaction in Human Development. Hillsdale, NJ: Erlbaum, pp.17-40. Tudge J. R.H. and Winterhoff, P. A. (1993) ‘Vygotsky, Piaget, and Bandura: Perspectives on the Relations between the Social World and Cognitive Development’. Human Development, 36 (2): 61-81 Van der Veer, R. (2007) ‘Lev Vygotsky’. Continuum International Publishing Group: London Vygotsky, Lev. (1962). ‘Thought and language’. MIT Press: Cambridge, MA Vygotsky, Lev. (1978). ‘Mind and society: The development of higher mental processes’. Harvard University Press: Cambridge, MA Wyse, Dominic. (2004) ‘Childhood studies: an introduction’. Blacwell: Oxford
Lev Vygotsky and Jean Piaget are the two most influential developmental psychologists in history so one might think they would have very similar theories but this could not be more wrong. Piaget (1896-1980) Piaget 's theory stems from the idea that children develop in mostly solitary and are unable to see others perspective and progress through four stages of development(book). A major challenge to Piaget’s theory is Lev Vygotsky’s (1896-1934) sociohoristic theory which suggests that children acquire the tools of thinking and learning through social interacrtion with family and peers (seans book). Both of these psychologists’ theories are very similar in a number of ways but have a few crucial differences which separate them. (BOOK)
clearly. Therefore, much about what experts know about mental and cognitive development is based on the careful observation of developmental theorists and their theories, such as Piaget's theory of cognitive development, which we discussed.
There are many sociological arguments associated with is age socially constructed. By that, this essay focuses upon the issues of ‘social construction’ making reference to childhood. This will address what is ‘social construction’ and how age is socially constructed. In examining the issues of how societies perceive children through different eras such as culture, class and gender and how does it affect childhood? Different cultures portray children differently meaning highlighting the essential by looking on the Western culture and comparing it to the less developed countries as Africa. Linking then to perceive on how history of childhood has changed. Concentrating on the Middle Age, 18th century and the 20th century to contemplate if childhood is socially constructed or not.
Lev Vygotsky was a well-known psychologist who developed the foundation of studies in cognitive development mainly in Social Development Theory. He established a sociocultural approach to cognitive development. His theories express the major role of social interaction in cognitive development, exposing that the public perform a big part in ‘making meaning’ and that social learning leads to development (Vvgotsky, 1978).
While all societies acknowledge that children are different from adults, how they are different, changes, both generationally and across cultures. “The essence of childhood studies is that childhood is a social and cultural phenomenon” (James, 1998). Evident that there are in fact multiple childhoods, a unifying theme of childhood studies is that childhood is a social construction and aims to explore the major implications on future outcomes and adulthood. Recognizing childhood as a social construction guides exploration through themes to a better understanding of multiple childhoods, particularly differences influencing individual perception and experience of childhood. Childhood is socially constructed according to parenting style by parents’ ability to create a secure parent-child relationship, embrace love in attitudes towards the child through acceptance in a prepared environment, fostering healthy development which results in evidence based, major impacts on the experience of childhood as well as for the child’s resiliency and ability to overcome any adversity in the environment to reach positive future outcomes and succeed.
Piaget versus Vygotsky: Similarities and Differences This paper explores the ideas of Jean Piaget and Lev Vygotsky. Exploring their philosophies and how they impact us today. The two scholarly articles show similarities and differences in their works and explore what they each mean. Jean Piaget and Lev Vygotsky are two of the most influential philosophers in the field of cognitive development.
Somewhere around the beginning of the seventeenth century, the perception of the nature of childhood -- its duration, its perceived purpose, its requirements, its quality -- changed rather significantly in the Eurocentric world, a period Valerie Suransky identifies as a watershed for the modern notion of childhood (1982, p. 6). Actually, two things seemed to have happened: first, the idea of childhood as a separate developmental stage began to arise; second, the idea of who was deserving of childhood also began to broaden. The pattern was similar in Europe and America, with some minor variations which resulted from geography, religion, etc., but the differences are inconsequential. Generally speaking, the factors which influenced this change are the view of the nature of humankind, the development of industry, urbanization, parents themselves, and the women's movement.
Lev Vygotsky was a Russian developmentalist who believed that adults in all societies “foster children’s cognitive development in an intentional and somewhat systematic manner” (Ormrod, 2011, pg.39). Vygotsky sociocultural theory focused on what a child could do merely with an adult’s assistance. Nature is the emphasis of this theory highlighting children’s cultural and social environmental experiences that influence cognitive growth. Two main terms that are of uttermost importance in this principle are a child’s zone of proximal development (ZPD) and scaffolding (Ormrod, 2011, pg.39). Zone of proximal development will first be defined and explained to better understand and comprehend what is entailed within this popular method of teaching and child development.
Vygotsky believed that learning and cognitive development were significantly influenced by social interactions that occur with in a particular sociocultural environment. There are four major influences on cognitive development.
Social interaction plays an important role in people’s life starting from the early childhood as infants interact with their caregivers and build the emotional attachment that is the base for future relationships. By social interaction with others children learn how to communicate, play and behave in particular situation. Berk (2009) proposed the overview of the literature that concentrates upon the early attachment and its importance. Knowing the influence of social interaction on child development in the first few years, the essay is going to elaborate upon the implication of social interaction on the development of cognition. Cognitive development as Lee & Gupta (eds.) claimed is the term that refers to acquisition and development of knowledge and cognition, namely the processes such as memory, language, and problem – solving and drawing. When elaborating upon cognitive development, the three main aspects can be distinguished: the understanding of the objects by children, their ability to imitate caregivers and children’s ability to hold representations of the world (Oates, Wood & Grayson, 2005). All of the aspects play an important role in developing cognition of children and provide the explanation for the understanding of children’s learning influenced by social relationships and practices. In the essay there is going to be an emphasis on the social interaction between children and their caregivers and peer relations. To consider whether social interaction is a fundamental basis for cognitive development of children, there is going to be presented the overview of the literature that concentrates upon it. There are two fundamental theoretical frameworks that touch upon the subjects, namely the work of Piaget (1926) and Vygots...
Vygotsky was born in Russia in 1896 into a middle class family (Gallagher 1999). Vygotsky studied law at Moscow University and he did not have any formal educational training in psychology. In 1925, he began his first big research project in psychology, the Psychology of Art (Gallagher 1999). The government doubted his validity of his research, but it was kept alive by his students and followers. Vygotsky died in 1934 from tuberculosis, but his ideas and theories stayed alive. Vygotsky’s main theory is the sociocultural theory. According to Sternberg and Williams (2010), this theory concludes that cognitive development occurs from interaction with others and then the information is internalized and furthers their personal development (p. 51). Vygotsky focused on the influence of social and environmental factors in the process of cognitive development. Many of Vygotsky’s theories are seen in today’s classroom including his theories of zone of proximal development, inner voice, and internalization.
Piaget and Vygotsky’s biggest differences is their assessments of a child’s progression of development. Piaget believes that development is individual; Vygotsky believes development heavily relies on social aspects. Piaget insisted that learning happens after development, while Vygotsky believed that learning takes place before development can occur. Piaget’s theory has four phases; Vygotsky assumed there were no set stages, only three components. Piaget and Vygotsky both believe that development can be a result of a cognitive conflict. They agree that children are active learners; children learn quickly and development declines with age. In both theories, teachers serve as facilitors and guides.
Growing up, everyone has different upbringings and everyone develops in different ways or at different rates. Their social class, social background, and or gender identities play a large role in the way which they perceive the world and in the way that the world perceives them. According to Vgotsky social interactions play a crucial role in the development of cognition. This term refers to the mental processes that are involved in gaining knowledge and comprehension. These processes include thinking, knowing, remembering, judging
Some may consider his theory to be way too complex, because the terminology he uses is difficult to understand. But his work truly shows his devotion to understanding the forces that shape the child’s development. His theories have greatly impacted the way society views and observes children’s behaviors to their environment. Through his composite and unconventional way of approaching situations, his distinctive clinical method created the field of developmental psychology. Even through his struggle Piaget continued to engage in questions of method, throughout his first era of exploration. His work brought about theoretical concerns and a powerful attention to the logical discussion between adult researchers and children of various ages. Piaget’s method continues to mold development research and theory to this day (Mayer,
Shaffer, D. R. (2009). The Social Origins of early Competencies. In D. R. Shaffer, Social and Personality Development (p. 91). Wadsworth, Ca.: Cengage Learning.