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Nurturing young children`s language development conclusion
Nurturing young children`s language development conclusion
Cultural aspects that shape who we are
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A child’s psychological functions start to be mediated by culture around age two (Culture In Infancy), but a child’s physical perceptions such as depth and making lateral adjustments have already started to come into play. Have you ever noticed how an infant reaches straight out to grab something? This is due to the fact that physical depth perception (like so many other psychological perceptions) is learned through experience. Once they learn the lateral movement (of depth) it is programmed into their mind as being experience. Having repeated this experience, the mind will eventually default to this experience when the same or similar opportunity arises.
The same goes for our thinking process. After our brain has had experienced something culturally, it defaults this experience to part of our reality of the way things are. This is when a person’s culture and background start to develop perception in children, and later, adult’s thinking processes. “Our brain both is shaped by the external world and shapes our perception of the external world”. (Culture Influence p 59 )
As we start to age, our perceptions are being shaped culturally. Scientists have actually found biological differences between the way different cultures brains’ process stimulation. (Cultural Experience). EATING INSECTS, AN EXCELLENT SOURCE OF PROTEIN, IS PRACTICED IN MANY PARTS OF THE WORLD, BUT NOT THE UNITED STATES: THE IDEA OF BUGS AS FOOD FOR HUMANS HAS AN IMAGE PROBLEM BASED ON MOST AMERICANS' PERCEPTION OF BUGS AS VERMIN. This is done through brain scans to find out what parts of the brain are being used during this stimulation. There are
thinking process differences between different cultures as well due to their different backgrounds.
One examp...
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... it is because they are just good friends. In Portland if we see the same we assume they are homosexual and it is kind of the norm. In the small town of Pendleton, where they may not have been as exposed to alternative lifestyles, these same people may be chastised, called names, or maybe even have rocks thrown at them. OREGON'S CASCADE RANGE MARKS ONE OF THE MOST STARK DIVISIONS OF CLIMATE AND ECOLOGY IN THE COUNTRY, AND THIS IS COUPLED WITH BIG DIFFERENCES IN THE CULTURE AND LIFESTYLE OF PEOPLE LIVING EAST OF THE CASCADES, WHO TEND TO BE MORE CONSERVATIVE THAN OREGONIANS LIVING IN THE WILLAMETTE VALLEY. These are just a couple examples out of thousands on how a person’s culture and background may affect someone’s perception. Perception does not necessarily determine wrong from right. It is just our own physiological interpretation due to background and culture.
Beginning at birth and lasting for the first 24 months of a child’s life, the sensorimotor stage is a period of rapid cognitive growth. The infant has no concept of the world around him, other than what he sees from his own perspective and experiences through his senses and motor movements. One of the most important developments in
This might be due to the demand, in the first, of a highly advance society, and the influence in the second of religious and moral values. INTRODUCTION ------------ Relationships between culture and knowledge development have a peculiar character. Societies provide to their members with different types of experience that affects and conditionate their knowledge. At the present time many developmental psychologists analyse the cognitive development in relation with the cultural context (Hichman, 1987).
This can be identified as the four stages of mental development: sensorimotor, preoperational, concrete operational and the formal operational stage. (Cherry, 2017) Each stage involves a difference of making sense in reality than the previous stage. In the sensorimotor stage, the first stage, infants start to conduct an understanding of the world by relating sensory experiences to a motor or physical action. This stage typically lasts from birth until around two years of age. A key component of this stage is object permanence, which simply means to understand an object will exist even when it can’t be directly visualized, heard, or felt. The second stage was the preoperational stage. This stage dealt more so with symbolic thinking rather than senses and physical action. Usually, the preoperational stage last between two to seven years old, so you can think of this as preschool years. The thinking in infants is still egocentric or self-centered at this time and can’t take others perspectives. The third stage or the concrete operational stage averagely lasts from seven to eleven years of age. This is when individuals start using operations and replace intuitive reasoning with logical reasoning in concrete circumstances. For example, there are three glasses, glass A and B are wide and short and filled with water while glass C is tall and skinny and empty. If the water in B is
Sensorimotor stage that ranges from age birth to two where the baby begins learning through his senses and body control.
He called this the sensorimotor period. There are six sub-stages in the sensorimotor stage. The first sub stage is simple reflex. This is an involuntary reaction that happens without the use of any thought. For example, when a baby sucks on something that is put into their mouth or when a baby jumps when startled by a loud noise. The second sub-stage is primary circular reactions. This reaction occurs at the age of one to four months old. This is when babies start to coordinate separate actions into single actions, when a baby puts their thumb in their mouth to suck on it. The Third sub-stage is secondary circular reaction and occurs between the ages four to eight month old. In this stage children become aware of things beyond their own body and start reacting to the outside world. The fourth sub-stage is called coordination of secondary circular reactions, and this is when the baby is eight months old to a year. The baby begins to develop goal directed behavior. For example, reaching for their bib at feeding time. Substage five is tertiary circular reactions and happens between the ages twelve to eighteen months.The child begins to discover new things by experiment. The sixth substage is the beginning of thought and is between the ages of eighteen months and two years. This is when a child will start to remember things such as events that have happened in their
Piaget proposed that cognitive development from infant to young adult occurs in four universal and consecutive stages: sensorimotor, preoperational, concrete operations, and formal operations (Woolfolk, A., 2004). Between the ages of zero and two years of age, the child is in the sensorimotor stage. It is during this stage the child experiences his or her own world through the senses and through movement. During the latter part of the sensorimotor stage, the child develops object permanence, which is an understanding that an object exists even if it is not within the field of vision (Woolfolk, A., 2004). The child also begins to understand that his or her actions could cause another action, for example, kicking a mobile to make the mobile move. This is an example of goal-directed behavior. Children in the sensorimotor stage can reverse actions, but cannot yet reverse thinking (Woolfolk, A., 2004).
Sensorimotor stage (birth – 2 years old) – Children begin to make sense of the world around them based on their interaction with their physical environment. Reality begins to be defined.
The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spatial
In the first stage, sensorimotor, the child starts to build an understanding of its world by synchronising sensory encounters with physical actions. They become capable of symbolic thought and start to achieve object permanence.
(Presnell, 1999) This mean the infants are only aware of what is in front them and what happen in the close environment. Like they are growing, they are learning constantly by the trial and error, for example when the infants start to roll around their body and holding their head up, or start crawling and move in the space available for them. Later they start to standing up and walking holding their self from furniture and they feel a little freedom and challenge for that new adventure, walk. In addition to that, is also present the beginning of
The first example concerning the American male who was raised in China, accurately portrays the correlation between culture and biological inheritance in a real life circumstance. Although the male was American by blood, his facial expressions, mode of thought, and body language were all from Chinese decent. I know this to be true because genetically I am a full Jordanian. Both my father and mother were born in Jordan, but I was born in America. Because I was raised around an American lifestyle, when I visit my family in Jordan they mock my gestures and expressions because it is different than what they are accustomed to. Even though I look Jordanian, when I am in Jordan people can recognize that I don’t belong
This only happens when children are able to allow their existing schemas to handle new information through the first process, assimilation. The last of Piaget’s theory is the stages of development. We will look at the first two stages, which are the sensorimotor and preoperational stages. During the stage of sensorimotor, which happens during the first two years from birth, they will undergo a key feature of knowing and having object permanence that also means that if a particular object was hidden or covered by a cloth, he or she will be able to actively search for it. The preoperational stage takes place from two years of age until they are seven years old.
By the age of three a child's brain is three quarters of its adult size. From infancy to the age of two development is very rapid (Santrock, 1996). For this reason it is essential for the child to be able to explore their world around them. By exploring children will increase their knowledge and understanding of the world.
According to Vygotsky (1999), internalization is the inner processes to acquire the monitoring and controlling skills directed via cultural signs and symbols. This inner place where learning takes in is subjective and context-depended in early ages (Gelman & Kalish, 2006). Thereafter conceptualization becomes more prescriptive, and is decomposed with internalization of the communicative language during the private speeches. With internalization of language, child begins to understand her own thinking processes, and reaches the tools of thinking about thinking (~metacognition). So child, as an individual, selects and sustains (objective) thinking praxises that are convenient to abstract social reality. In sum, higher mental processes are initially seen at the level of social conversations (subjective-experience-based and only pragmatical), and then at the individual and inner level (self-reflective and based upon the
Up until the age of 7, our brain is mainly a sensory processing machine, in which our body senses something and our brain gives it meaning through such sensations. A child at this age does not have any abstract thinking; he/she is mainly concerned with sensing them and thus moving his/her body in relation to those sensations.