Sociocultural Learning in Young Childrens Worlds

Sociocultural Learning in Young Childrens Worlds
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Introduction
The socio-cultural theory illustrates the manner in which a child’s development is closely tied and connected to social, cultural and historical elements that aid the process of learning. The rationale for this approach is in ensuring that children are connected and involved in social interactions and activities which have the capacity to shape and construct the mental processes of development. It is out of this that it would be essential to note that the socio-cultural ideologies are fundamental aspects in learning since it lays emphasis on the social interactions by learning.
In the contemporary society, children are growing in a rapidly changing environment that is harbored by several dramatic shifts in what children are expected to do and know. According to my philosophy that is firmly tied to the socio-cultural theories of Lev Vygotsky will be used in this paper to address the approaches and techniques that can be used in assisting children through their learning and developmental processes (Chen, Masur, & McNamee, 2011). According Vygotsky, there are several opportunities that provide for social interactions that are fundamental to a child’s learning. Vygotsky counts all social interactions as social learning opportunities whether this is derived and supported by parents, the family members, older and younger adults, teachers among other key players in the society.
A child’s interaction and participation in this area depict the manner in which they learn and the depth they have achieved in the learning process. Vygotsky in support of his ideologies founded theory rather known as the Zone of Proximal Development (ZPD) that allowed a child to conduct his/her learning. This area depicted the differences in what a child already knows and what they can discover given the needed assistance. Children learn best when given the needed support from other skilled learners or educators in an atmosphere that is conducive and infiltrated with learning resources and experiences including the proponents of social, cultural and historical influences.
It is, therefore, imperative to ascertain that a child’s connection and involvement in social interactions including some culturally controlled activities has the capacity to shape their mental development. The Sociocultural elements in learning purposefully focus on the frameworks as a fundamental source for learning since it lays importance to social interactions by instructing and communicating the learning needs of a child (Chen, et.al). These functions, therefore, play a vital role in Early Childhood Education since they determine a child’s development and learning. It is upon this foundation that this paper pursues avenues to determine typically the influences that parents and other mediators/supporters play in the sociocultural world of a child including the impact they have in their learning development.
Literature Review
Sociocultural Approaches to Educational
The Sociocultural approaches of learning share the ideology that the learning process of children and their development occur through historical a...