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Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. [1]
In recent years, cultural studies scholars from various fields of study have deconstructed and assessed sociological issues specifically dealing with children's roles within a society's culture. The phrase "children's culture" was made most popular by a body of works known as The Children's Culture Reader.
It is where children and adults learn how to act in a way that is appropriate for the situations they are in. [26] Schools require very different behavior from the home, and children must act according to new rules. New teachers have to act in a way that is different from pupils and learn the new rules from people around them. [26]
Vygotsky was strongly focused on the role of culture in determining the child's pattern of development. [14] He argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).
Cultural learning is the way a group of people or animals within a society or culture tend to learn and pass on information. Learning styles can be greatly influenced by how a culture socializes with its children and young people. Cross-cultural research in the past fifty years has primarily focused on differences between Eastern and Western ...
TCK have been found to have higher levels of general adjustment as opposed to mono-cultural children. [17] Cultural adaptability is also a benefit, although may also come as a challenge which results from lack of cultural balance. [18] The major benefit is related to language exposure, according to Tracy Tokuhama-Espinosa. [19]
Contrasted with patterns of parent-child engagement in Western communities, it is evident that child learning participation and interaction styles are relative socio-cultural constructs. Factors such as historical context, values, beliefs, and practices must be incorporated into the interpretation of a cultural community and children’s ...
Empowering School Culture: Grouping and labeling practices, sports participation, disproportionality in achievement, and the interaction of the staff and the students across ethnic and racial lines must be examined to create a school culture that empowers students from diverse racial, ethnic, and gender groups.