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Child developmental styles - Essay Example

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According to Vygotsky, culture contributes immensely to a child's intellectual and language development. Vygotsky explains that through the dialectical method we can understand and view language learning from the objective and subjective side. …
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Child developmental styles
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Download file to see previous pages In his article, Andy Blunden agrees with Vygotsky and adds that a study of these methods will assist us greatly in understanding the significance of the dialectical method. By connecting the science of this method with real-world application, we can understand the complicated process of learning and knowledge acquisition. I can certainly agree with the author’s conclusions in this article as, although slightly complex, the core concepts can be applied today. To begin, culture makes two kinds of contributions to a child's intellectual development. Firstly, it is through culture that a child creates the content of their thought pattern and association. Secondly, the process, or as Vygotsky calls it, the tools of intellectual adaptation, are acquired through the surrounding culture of the child. In other words, culture teaches a child how to think and what to think. This is quite observable when analyzing children reared in different cultural settings. A child of similar mental capabilities would handle a situation differently according to the cognitive development they experienced via their cultural surroundings. Secondly, Vygotsky remarks on how cognitive development is a result of a child's learning experience through shared problem-solving experiences. Interaction with a parent or teacher promotes critical thinking by association. Once again, I agree with the prose of Vygotsky's studies, as it can be observed it children today; the more interaction a child has with individuals of higher intellect and superior thinking abilities, the more the child's problem-solving develops. Initially this responsibility is that of the parent of teacher, but as the child progresses, they undertake more of the learning responsibility too. Thirdly, the author discusses how Vygotsky proposes that language is the primary form of interaction and communication from adult to child. Therefore, as the learning experience progresses, so too does the child's language abilities. Each child's command of language is a tool with which they use to adapt intellectually to the environment. They possess what is known as an internal language. The internalization, or internal language, refers to the process learning and associating and thereby developing an internal knowledge of thought tools. This internalization begins to manifest itself as the child develops and begins to vocalize their thoughts. Furthermore, the author talks about the ability a child processes with assistance and without assistance. Determining exactly what children can accomplish with help and what can they do on their own is known as proximal development. Once again, this is noted through careful observation of a child in a learning environment. A clear process of problem thinking and language association is developed when the child interacts with others, and when alone, internalization is matured in order to develop the child's individual learning capabilities and effects. In short, and in agreement with the author and Vygotsky, interactions surrounding culture and language agents, stimulate and contribute significantly to a child's intellectual ability and development. Blunden states that the purpose and role of a learning institution is different from that of social learning. As the child develops, they learn to combine both experiences and operate them in "formal" way. As education continues, concepts learned through social interaction and casual learning environments become more concrete. Spontaneous concepts are drawn up to a level of conscience abstract thinking and in turn applied to every day experiences and begin to become more natural. (Blunden). This is quite an informative ...Download file to see next pagesRead More
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