Sociocultural Learning in Young Childrens Worlds (Essay Sample)
This final paper is on a topic related to sociocultural learning in young children’s worlds. The Final Paper Topic is – What influence do parents and other supporters/mediators (children’s siblings, grandparents, teachers - Early Childhood Educators, community members, and friends) play in children’s sociocultural worlds and what impact do they have on their learning and development?
• This topic should relate to young children – the early years – The courses focus is research in Early Childhood Education.
• Learning Objectives -
o To reflect on the understanding that parents, children’s siblings, grandparents, teachers (ECEs), community members, and friends there are all numerous supporters in children’s sociocultural worlds who impact their learning and development.
o To recognize that young children engage simultaneously with the hybrid traditions of different sociocultural communities, enabling them to be active members of several distinct worlds
The instructions for this final paper are…
Please provide an Introduction to the topic, explain the Significance of the topic, and include a Rationale (why you believe this topic is important to the ECE field): 10 marks
Review of the Literature (a minimum of five references – books or journal articles), and suggest Implications for Practice in an early childhood environment: 10 marks
Conclusion & APA: 5 marks
This assignment should be approximately 10 pages including references (Times New Roman font, 12, 1.5 spacing, American Psychological Association [APA] format).
Here are some articles I came across. These are only suggestions…if you feel you have better resources please use them. I only have attachment for the first two.
Anderson, J. & Morrison, F. (2007). “A great program…for me as a gramma”: Caregivers evaluate a family literacy initiative. Canadian Journal of Education, 30(1), 68-89. http://www(dot)csse-scee(dot)ca/CJE/Articles/FullText/CJE30-1/CJE30-1-AndersonMorrison.pdf
Howe, N. & Recchia, H. (2006). Sibling relations and their impact on children's development. Encyclopedia on Early Childhood Development, 1-8. www(dot)enfant-encyclopedie(dot)com/Pages/PDF/Howe-RecchiaANGxp.pdf
Gregory, E., Long, S., & Volk, D. (2004). A sociocultural approach to learning. In E. Gregory, S. Long, & D. Volk (Eds.), Many pathways to literacy: Young children learning with siblings, grandparents, peers, and communities (pp. 6-20). New York: RoutledgeFalmer.
Harkness, S. & Super, C.M (1992). Shared child care in East Africa: Sociocultural origins and development consequences. In M.E. Lamb, K.J. Sternberg, C.P. Hwang, & A.G. Broberg (Eds.), Child care in context (pp. 441-459). Hillsdale, NJ: Erlbaum.
Nsamenang, A.B. (1992). Human development in cultural context: A third-world perspective. Newbury Park, CA: Sage.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford: Oxford University Press.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Thank you for all your help! Please let me know if you have any questions or need more information. If you feel this is not a topic that you can help me with, please let me know ASAP. Thanks again!
Sociocultural Learning in Young Childrens Worlds
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.
Sociocultural Approaches to Educational
The Sociocultural approaches of learning share the ideology that the learning process of children and their development occur through historical activities mediated by the prospects of culture through experiences in which several key players guide the children in identifying the world around (Chen, Masur, & McNamee, 2011). This ideology alleges that each culture defines the activities its children engage in since they are considered valuable in their learning process and participation. In many times, opportunities are therefore tailor made in a manner that meets the developmental and abilities of children in an explicit manner. It is essential to note that the priorities of culture determents upon children's participation that either occurs in formal or informal manner in which family m...
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