Effects Of Social Development

Effects on the Social and Cognitive Development of the Alaga. Social Development. The process in which children acquire the behaviours, habits, expectations, skills, and standards that their social group has is called socialization. Albert Bandura’s Social Learning Theory, which states that “human learning occurs either deliberately or inadvertently by observing the actual behavior of others and the consequences of them” (Bandura, 1999, page 5). The Social Learning Theory states that people learn through watching other people, such as their parents and/or teachers, and copying the behavior that they have seen. In other words, they learn through observing and imitating others. This process is called Observational Learning or, simply, Modeling.

Cognitive Development of the child is greatly influenced by the person that he/she spends time with. Vygotsky (1978) stated that “much important learning by the child occurs through social interaction with a skillful tutor”. The tutor, who is often an adult, such as a parent, teacher or nanny, may represent behaviors and/or give verbal instructions for the child. This is referred to as “cooperative” or “collaborative dialogue” by Vygotsky. The child aims to understand the actions or orders given by the tutor then adopts the information, and then they would use it as a guide for performance. The Yaya has also an influence on the academic performance of the child since the yaya spends most of the time with the child, and serves as the second teacher right after school. Jabbar (2014) investigated the impact of being cared for by foreign housemaids on the psychological well-being and language ability of Jordanian children that are 4-5 of age. It was found that one of the most prominent things that children adapted from their housemaids was their speech, such as the mixing up of “he” and “she” and bad pronunciation of Arabic. Jabbar (2014) also cited Cheuk and Wong’s (2005) study, which is “Multilingual Home Environment and Specific Language Impairment: A Case-control Study in Chinese children”, where they investigated the multilingual home environments and its effects on the language development of 5-year-old children in Hong Kong who were “diagnosed with

This was done in order for them to determine whether their earlier detected associations with the involvement of quality, quantity, and type of care change over time. Four issues were addressed in their study: (1) whether associations linking child functioning with child-care quality, quantity, and type detected before school entry and in first through 3rd grade continued to be evident in 5th and 6th grade; (2) whether associations between child-care experiences and child development dissipated over time; (3) whether new relations emerged between child care and child development (i.e., sleeper effects); and (4) how relations between child care and child development compared, strength wise, with linkages between parenting quality and child development. They have found that, at the end of 5th grade (for cognitive and academic outcomes) and 6th grades (for social and behavioral outcomes), all three patterns of relations between the child care and child development, along with evidence that parenting quality proved to be a far stronger and is a more consistent predictor of tested achievement and teacher-reported social functioning was child-care experience. Furthermore, they have also found that, the children who scored