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Psychology Assignment Question
- How do parents teach their children about health and safety?
- Do they worry about their children’s safety and what do they worry about?
- Do they worry about safety in the environment such as road safety or do they worry more about internet safety?
- How does this affect their parenting behaviour?
- Do they worry more about girls or boys?
- Are there cultural differences?
- How does this differ between living in the UK and living in their home country?
- Do they think learning about safety is more or less important than other aspects of their education?
Psychology Assignment Solution
Research Question
What concerns parents the most in relation to child safety and health? Do their behaviour, beliefs and ideologies change with their culture?
Introduction
There are several studies and research done in the field of parenting styles and their behaviour in context to their child’s safety and health. Role of the parents is very important and crucial for the social and psychological development of their children. The kind of relationship that parents have with their children affects their growth and development of various skills. This relationship also exerts control over the personality of a child and results in the kind of adult that the child would grow into. Furthermore, the role and importance of family is indispensable for child’s development and it provides nurture to the child for social, emotional and cognitive development. 1980 onwards several researches were carried out in this field to understand the parenting styles, their main concerns in relation to the health of children and how parents of different culture affects these opinions (Huddleston, K., 2013).
The studies in this research are supported by relevant literature and theories given by Lev Vygotsky and Bronfenbrenner. It is then analyzed through a qualitative research and conclusion is added in the end.
Literature Review
As mentioned earlier, several studies and research have been carried out on the relationship of parents and children, and how this relationship gets affected by cultural norms, values and beliefs of the parents. In this context, few theories needs to be considered.
Vygotsky’s Social Development Theory
In the field of cognitive development, the theory explained by Lev Vygotsky is given much value and appreciation. This theory was developed in the year 1934 and came to be known as Social Development Theory. What Vygotsky opines is that social interaction plays a very important role in the cognitive development of humans. The main argument that Vygotsky puts in this theory is that social learning is an indispensable need of children, which is a universal aspect and necessity for a human psychological function depended on the culturally organized functions. This argument is in contrast to the studies of Piaget’s who explained that learning is followed by the development of children (Vygotsky, L., 2009).
Vygotsky’s approach in the social development theory has found its basis in socio cultural aspects. He was of the opinion that the development of children cannot be distinguished from their culture, environment and surroundings. Thus, it is embedded in the social and cultural contexts and it is the social processes of an individual, which result in higher mental processes. He further stated that cognitive development has different notions and aspects in different culture. Parents of different culture hold different beliefs that result in a particular cognitive development for their children. This cognitive development in children is dependent on their social factors such as social interactions and social learning, which is developed within the proximal development zone. This knowledge is co-constructed by children and their parents that shapes the thinking and influences their beliefs. He also emphasizes on the role of language since, according to Vygotsky internalization of language determines the cognitive development in children. In this context, he explains that language and thoughts are different entities till three years of age in children. After which, they both merge resulting in verbal thoughts or inner speech. Therefore, thoughts are followed by the language (Vygotsky, L., 2009).
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