Vygotsky Week 2 Research Paper
Week 2 dqDescribe the characteristics of a “typical” one year old. Include physical, cognitive and emotion/social development (basic emotions, temperament, nature versus nurture). Compare and contrast two children’s developmental domains (social, cognitive, physical), one from an enriched environment and one from a deprived environment. Describe how these two children might differ in first grade
Typical one year old children tend to have similar characteristics; however some may be above or below the average in size, social development, or emotional development. Typical one year olds are approximately just under 3" in height and weigh just over 20 pounds. Most one year olds still have the chubby baby look rather than that of a 2 year …show more content…
With scaffolding and reading the teacher can adjust the help offered the student to meet the child's learning level and in play the teacher could offer guided participation and then let the child have freedom when playing so the child is comfortable to explore. With intersubjectivity social interaction starts with things such as two people starting an assignment differently but in the end the two people thing the same conclusion. Intersubjectivity offers a common ground with social interaction. This theory stresses the social context of cognitive development and is the key to deliberate memorization and …show more content…
School is a very important event in this stage, as students are learning to interact with each other, and to develop the foundation for their senses of self-worth. School brings with it new social and academic situations, and children at this age are learning to master these new skills and attain a sense of competence. The child who refuses to share may be experiencing a sense of inferiority – perhaps he or she is having difficulties mastering the same academic or social skills that his or her peers are achieving. By refusing to share, the student is able to exert a measure of control over his or her environment. Alternately, the student may simply be trying to explore the results of his or her actions; to see what the consequences of not sharing are. Children at this age still base most of their senses of self on what is done to them when they perform certain actions, and it is possible that this child is testing the waters to see where not sharing fits in the scheme of this particular
Typical one year old children tend to have similar characteristics; however some may be above or below the average in size, social development, or emotional development. Typical one year olds are approximately just under 3" in height and weigh just over 20 pounds. Most one year olds still have the chubby baby look rather than that of a 2 year …show more content…
With scaffolding and reading the teacher can adjust the help offered the student to meet the child's learning level and in play the teacher could offer guided participation and then let the child have freedom when playing so the child is comfortable to explore. With intersubjectivity social interaction starts with things such as two people starting an assignment differently but in the end the two people thing the same conclusion. Intersubjectivity offers a common ground with social interaction. This theory stresses the social context of cognitive development and is the key to deliberate memorization and …show more content…
School is a very important event in this stage, as students are learning to interact with each other, and to develop the foundation for their senses of self-worth. School brings with it new social and academic situations, and children at this age are learning to master these new skills and attain a sense of competence. The child who refuses to share may be experiencing a sense of inferiority – perhaps he or she is having difficulties mastering the same academic or social skills that his or her peers are achieving. By refusing to share, the student is able to exert a measure of control over his or her environment. Alternately, the student may simply be trying to explore the results of his or her actions; to see what the consequences of not sharing are. Children at this age still base most of their senses of self on what is done to them when they perform certain actions, and it is possible that this child is testing the waters to see where not sharing fits in the scheme of this particular