Introduction
Vygotsky expanded on the impact of social interaction and culture in shaping and orienting cognition in his study of cognitive development using psychosocial theory concepts. Humans have basic physical features and natural psychological processes shared across ethnic backgrounds, but they vary depending on the unique symbol systems to which they are subjected (Newman & Newman, 2014, p. 38). Some of my family members who did not grow up in the Latino community have different mental structures and functioning compared to those who did. Language and speech proficiency, for example, are inextricably linked to one’s sociocultural environment.
The family’s impact on a child’s early education considerably affects the structure of one’s reasoning. Language is a cultural tool that links youth to their ancestors’ pasts and cultural identities. For instance, it relates to a child’s social environment and private thoughts. Speech is essential in achieving objectives and helpful problem-solving behaviors, which entail both utterance and action (Newman & Newman, 2014, p. 38). Our family’s preservation of speech patterns has ensured language and word mastery. Children and adults both use gestures and body language to convey messages during conversations.
A zone of proximal development connects development and learning in a child. Vygotsky believed that children could never explore everything known in a culture’s knowledge through exploration and experimentation (Newman & Newman, 2014, p. 39). They require the advice and social interaction of adults and peers who know the subject. Learners in my household are more likely to accept educational efforts when leaders are involved in their planning, delivery, and evaluation. Furthermore, when my family members talk, the physical distance between them is much closer. Cognitive development has improved as a result of interaction with others, resulting in higher operating levels in our zone of proximal development.
Bronfenbrenner’s Theory
Bronfenbrenner developed ecological system theory, which views human development as occurring in a complex network of interconnected systems where an individual could be affected directly or indirectly. According to a survey, students who have positive associations with their home, school, and community outperform those who have negative associations with these contexts (Newman & Newman, 2014, p.54). My family’s relationship with religious figures has given us spiritual meaning. According to Bronfenbrenner’s theory, four systems influence children’s development: the microsystem, mesosystem, exosystem, and macrosystem.
Microsystems are factors in the child’s immediate environment defined by trends of tasks, duties, and social interactions. A mesosystem is a network of microsystems in which the developing individual is actively engaged, for instance, a child’s relationship with their school. The exosystem consists of one or more settings in which the developing person is not a participant yet influenced by the events in these settings. The macrosystem comprises cultures that elaborate the systems and relationships (Newman & Newman, 2014, p. 52). These factors have a significant impact on the development of the children in my family. Respect for elders and community authority figures is emphasized in our clan.
The specific configuration of microsystems and one’s role within those systems impact the positive or negative direction of development throughout one’s life. The diversity of embedded systems and the quality of one’s relationships influence the direction of development, according to the psychosocial approach (Newman & Newman, 2014, p. 54). The concept of self-respect, dignity, and pride is highly valued in Hispanic culture. As a result, my family members have developed feelings of community and attachment, resulting in lower levels of anxiety, distress, and antisocial behavior.
Conclusion
My personal life has been constantly influenced by the environment’s resources and information while creating or modifying the environment to maintain system functionality. At each new stage, I am thrust into increasingly complex social systems and am exposed to new opportunities for growth through involvement in a broader range of social relationships. As a result, I’ve matured and developed new coping skills and strategies in preparation for greater levels of engagement with the social system.
Reference
Newman, B. M., & Newman, P. R. (2014). Development through life: A psychosocial approach. Cengage Learning.