Developmental Psychology
Theories of Social and Cognitive Development and How They Relate to The Understanding of Mei-Ling’s Current Point of Development
Theories of development are often essential for understanding a child’s developmental process and progress with associated challenges. Consequently, to the theories of development, the social development theory by Lev Vygotsky and cognitive development theory by Jean Piaget can be vital in understanding Mei-Ling’s current point of development. According to the social developmental theory, Lev Vygotsky builds his work on a theoretical framework that social interaction aspect plays a pivotal role in cognitive development. The theory essentially views cognition as an end product of socialization. A good example of social development theory is in the learning of language, as evident in Mei-Ling’s case.
Conversely to social development theory, cognitive development theory by Jean Piaget focuses on the mental construction of the world by a child. According to the given theory, the intelligence of any given being is not taken as a fixed trait. Additionally, the theory also regards cognitive development as an aspect that occurs due to maturation in conjunction with interacting with the environment. The different stages of development include sensorimotor, the preoperational stage, concrete, and formal operational stage. The cognitive development theory significantly relates to the understanding of Mei-Lin’s current cognitive point of development.
How Theories of Social And Cognitive Development Can Be Used to Understand Mei-Ling’s Behavior at Daycare
The theories, as mentioned above of development, can be vital in understanding Mei-Ling’s behavior at daycare in several ways. Firstly, the social development theory can be used to understand why she plays alone and will avoid playing with her peers without any given supervision at the daycare. For instance, the main reason for her difficulties in interacting and communicating with peers can be attributed to her reluctance to learn or use English. According to the theory of social development, the ease of learning a given language essentially contributes to any given child’s social interaction as they can easily communicate with each other. Consequently, to social development theory, cognitive development theory can be used to understand Mei-Ling’s behavior at the daycare in that her mental development is significantly related to the way she views the environment around her. For instance, Mei-Ling’s challenge when it comes to interacting with the environment around her significantly contributes to her slow learning process hence lowering her cognition
Theories of Social and Cognitive Development and Managing Mei-Ling’s Optimal Developmental Progression Going Forward
How can social and cognitive development be vital in identifying how Mei-Ling can be supported for managing optimal developmental progression going forward. The development of a child’s mind is often competent, insightful, and active at a very young age. Cognitive development theory helps one understand that infants often involve and engage with intuitive analysis of various statistical regularities present in speech sounds towards developing language. Additionally, young children are often keen on the words directed to them by other people or their environment forming part of the learning process. Consequently, being keen on words directed to them, children often rely on what they learn from their peers.
The theories also help understand that the common connections of relationships in conjunction with social interactions and cognitive development often go hand in hand with how a child’s brain develops. Many at times, children do not always often show what transpires in their mind through behavior; hence, this aspect is essentially vital in taking into consideration the broader scope of aspect other than the child’s mind and environment towards helping them attain optimal development. For instance, there is so much more going on around Mei-Ling than just the environmental surroundings and the mind. Additionally, through certain stages of development according to both social and cognitive development theories, cognitive development is always limited to a particular range of age. Conversely to the given aspect, a child’s full cognitive development is often dependent on the child’s social interaction. Therefore, the knowledge acquired helps one offer the appropriate help with regards to the development stage.
How Social Context Factors May Be Helping or Hindering Mei-Ling’s Progress
Conversely to the two developmental theories, the social context factors also contribute to child development both negatively and positively. For instance, with regards to Mei-Lings case social context such as interpersonal or peers’ relationships, loving interactions, and culture, among other significant aspects, negative impact or hinder her progress. One will find that her peers fear interacting with her due to her reluctance to use English, hence making it hard for her to make friendships with her peers. This aspect contributes to the dally in her developmental process. Moreover, support form peers are often essential in encouraging each other through the learning process. Poor pe3eer relationships also contribute to her playing alone and the difficulty in communicating with her peers.
Consequently, to poor peer relationships and interaction, loving interactions form her family and culture also hinder her progress in that her parent and family members do not find enough time to teach her English language but instead focus on her learning mandarin as it contributes to part of her culture. The inadequate availability of social resources also hinders Mei-Ling’s progress since the daycare is only staffed by two bilingual cares of whom none of them speaks mandarin. Additionally, form the whole population of children at the daycare, only one speaks mandarin.
Reference
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Richardson, K. (2019). Models of cognitive development. Psychology Press.