奥克兰assignment代写:社会环境和文化因素

2017-10-09 00:04

另一种批评，直指皮亚杰的理论认为，儿童的认知发展的社会环境和文化因素的影响是由皮亚杰支付小的注意（科斯特洛&运，2001:138）。文化和生活方式比皮亚杰认知发展思想的影响。作为一个例子，游牧部落不计数对象的兴趣。因此，游牧民族的孩子学习水利数据晚于西方文化（Franzoi，2011:237）。另一个说明这个孩子在尼日利亚的豪萨族不知道保护的原则，因为在这个部落的家庭送他们的孩子在早期的学校（fahrmeier，1978，马丁，切斯特·弗罗伊德·卡尔森和buskist，1997：引513）。虽然文化因素对认知发展的速度的影响是皮亚杰承认的，发展心理学的现代科学已经发现，文化在孩子思想的巨大作用以及（戈万，2001；罗戈夫，1998, 2003，引用谢弗和基普：280）。同时皮亚杰忽视了认知发展的个体之间的社会互动（谢弗和基普：280）。同、家庭成员甚至与教师领导发展儿童理解。皮亚杰有时提到的社会环境的影响，他并没有忽视它的所有（凯尔，2012:181）。他认为，社会互动帮助孩子避免自我中心倾向。但是他没有找到如何帮助孩子发展社交互动（Fleming，2004：30）
奥克兰assignment代写:社会环境和文化因素
Another criticism which has directed Piaget’s theory is that the impact of social environment and cultural factors in child’s cognitive development were paid small attention by Piaget (Costello & Westman, 2001:138). Cultural and life pattern has more effect than Piaget thought on cognitive development. As an example, nomadic tribe does not interest in counting objects. Thus nomadic children learn conservancy of figures later than in Western culture (Franzoi, 2011:237). Another illustration of this the children in Hausa tribe in Nigeria do not know about conservation principles, because families in this tribe send their children to the school in early age (Fahrmeier, 1978, cited in Martin, Carlson and Buskist, 1997: 513). Although the impact of cultural factors on the rate of cognitive development was admitted by Piaget, the contemporary science of developmental psychology has found that culture has a great role in child’s thinking as well (Gauvain, 2001; Rogoff, 1998, 2003, cited in Shaffer& Kipp: 280). At the same time Piaget neglected social interaction among individuals in cognitive development (Shaffer& Kipp: 280). Interaction with peers, family members even whit teachers led to develop children understands. Piaget sometimes mentioned the influence of social environment and he did not ignore it at all (Kail, 2012:181). He believed that social interaction assists children to avoid egocentric tendency. However he did not find how social interaction assists child’s development (Fleming, 2004: 30)

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