One of the most important factors that affect a child 's development is the relationship and attachment of the child with their primary caregiver. John Bowlby studied the development of the child; he was interested in how childhood relationships affected kids as they grew older and became adults. He was also concerned with the relationship of the child and primary caregiver and how they interacted, and the effect this had on later life. Bowlby 's theory established that children’s earliest relationships shaped their later development and characterized their human life, "from the cradle to the grave"(Bowlby, 1998). The attachment style that an infant develops with their parent later reflects on their overall person.
Some examples would be home, school. A microsystem typically includes family, peers, or caregivers. Relationships in a microsystem are bi-directional. In other words, your reactions to the people in your microsystem will affect how they treat you in return. This is the most influential level of the ecological systems theory.
This result comes from how parents communicate with their children and the interactions between them. We know that parents have a major impact on their children’s lives, and this research is conducted to find out how much and what directly impacts
Secondly, I will outline how parenting effects the attachment a child makes when brought into a crèche or playschool environment and how they develop and cope both socially and emotionally in this setting. Lastly, I will examine how parenting impacts the attachment
For example, settings like family, school and neighbourhood. The mesosystem is composed of the interrelationships between the settings involved in the microsystem. This can be the linkage between teachers and parents, school and workplace. The next level, the exosystem, includes relationships between immediate settings with at least one event that affect the child indirectly, such as the linkage between the parent’s workplace and home. The macrosystem refers to characteristics of the cultural context, including the values and beliefs in each of the systems.
3). The impact of the social environment in the home on early childhood development Vygotsky’s sociocultural theory encompasses the view that values, beliefs, skills and traditions are transmitted from one generation to the next. He, unlike behaviorist theorists, emphasized that family, social interaction, and play are primary influences in a child’s life (Gordon & Browne, 2013). The social environment at home has a profound impact on how children develop. Children learn whether to trust or
Community resources have to do with knowledge, support and organizations within a community. Social relationships are the interactions between individuals and groups. These relationships often times help individuals to develop and achieve their goals. At times, these relationships are both voluntary and involuntary. A child’s social environment is solely dependent on where his/her parents choose to live and send them to school.
The children’s microsystems include face-to-face interactions that a child has in his/her immediate setting, such as child care centre. The interaction between a teacher and a child also forms a microsystem. Therefore, it is important for child care teachers to be a role model to the children in areas of health, safety and nutrition. 4.
Culture creates special forms of behaviour, changes the functioning of up the mind, and constructs new stories in the developing system of human behaviour. Humans change the ways and means of their behaviour, transform their natural premises and functions, elaborate and create new, special cultural forms of behaviour (Vygotsky, 1978). Children from the moment they are born participate in activities in families and day-care institutions that have communal traditions or activities, so that teachers, when the children start school, can expect that the children have shared experiences and competencies p. According to the idea of the zone on proximal development(defined as the distance between development level as determined by personal problem solving and the level of potential development as worked out through problem solving with adult guidance) (Vygotsky, 1978) , educational practices have to build on the child's everyday concepts but also to reach into the future where experiences can be created in school and combined with subject matter concepts (scientific concepts). Vygotsky has associated everyday concepts with home and community and scientific concepts with school life. But the two forms of concepts formation are each other's conditions in child development.
An Invitation to Life: The Art of Teaching Introduction Teaching is defined as the process of education which is guided by personal values, educational needs, and a range of beliefs that a teacher holds to be true (Eisner, 1994). In order to teach effectively, one has to rely on educational theories which inform them about how children learn best. Moreover, the beliefs of an educator impacts classroom decision making, ultimately influencing children’s’ chances and opportunities to learn (Levin, He, & Allen, 2014). However, there is a gap between theoretical and practical knowledge of an emerging educator due to many reasons (Hascher, Cocard, & Moser, 2004). In this paper, we would be looking at the various issues regarding the art of teaching, namely, the importance of theory together with an educator’s teaching philosophy and beliefs, the increasing gap between theories and real-life experiences and practices, why it is a challenge to put theory and learning into practice and lastly, on how we as educators, can bridge that gap in order for us to embrace a mind-set of continual change as teaching is ultimately a life-long journey.