Behaviour is the dynamic interactions between people and the environment; it is complex, intricate and informed by factors within and without an individual’s control (Gray & Macbain, 2012). Biermeier (2015) and Lindon (2012) both state that sociocultural theory justifies behaviour by recognising the whole ecological system of the child. Moreover, sociocultural theory emphasises the importance of social interactions and cultural practices as being instrumental in cognitive development and children learning specific attitudes and behaviours (Nolan & Raban, 2015). A key feature of sociocultural theory is Vygotsky’s zone of proximal development, where children are supported by an adult or more knowledgeable other to scaffold learning (Kearns, 2010).
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For example, acceptable behaviour often includes co-operating, sharing, empathy, manners and being friendly etcetera. Whereas, unacceptable and challenging behaviour can include aggression, tantrums, calling out, swearing, disengagement and being withdrawn etcetera. Porter (2008) stresses that it is crucial for children to learn positive behaviour skills such as self-regulation, co-operation, sharing, manners and empathy etcetera as it will enable children to communicate with peers, participate in group work and complete set tasks successfully; helping children to become valued members of their community. Without these skills Bulotsky-Shearer et al. (2012) claim that children risk experiencing school difficulties due to the nature of teaching and learning in the 21st century and the importance placed on communication and …show more content…
(2012) point out; children who display poor emotion regulation, are withdrawn or exhibit academic disengagement in the classroom are at risk of school difficulty. However, if educators look beyond the behaviours displayed by the child to take into account the whole child using Bronfenbrenner’s conceptual framework (Powell & Tod, 2004), they will gain a better understanding of possible underlying issues that may be triggering the inappropriate or challenging behaviour (Doherty & Hughes, 2009). For instance, when a child is having trouble regulating their emotions they may display aggressive behaviour such as angry outbursts or tantrums. Florez (2011) asserts that sociocultural theory would consider the behaviour a result of the child being an only child at home. Hence, the parents never acquainting the child with the concept of sharing in the home environment; limiting the child’s social experiences and in turn, influencing the child’s behaviour in the classroom environment (Doherty & Hughes, 2009; Nolan & Raban, 2015). More importantly, Malone (2007) and Porter (2008) claim that self-regulation is a vital skill for children to master as it will allow the child to develop resilience to be able to seek help when required and develop strategies to cope with disappointment, frustrations and anger to effectively partake in classroom activities in the future. This demonstrates that behaviour is a sociocultural construct as the school provides a social
For example, acceptable behaviour often includes co-operating, sharing, empathy, manners and being friendly etcetera. Whereas, unacceptable and challenging behaviour can include aggression, tantrums, calling out, swearing, disengagement and being withdrawn etcetera. Porter (2008) stresses that it is crucial for children to learn positive behaviour skills such as self-regulation, co-operation, sharing, manners and empathy etcetera as it will enable children to communicate with peers, participate in group work and complete set tasks successfully; helping children to become valued members of their community. Without these skills Bulotsky-Shearer et al. (2012) claim that children risk experiencing school difficulties due to the nature of teaching and learning in the 21st century and the importance placed on communication and …show more content…
(2012) point out; children who display poor emotion regulation, are withdrawn or exhibit academic disengagement in the classroom are at risk of school difficulty. However, if educators look beyond the behaviours displayed by the child to take into account the whole child using Bronfenbrenner’s conceptual framework (Powell & Tod, 2004), they will gain a better understanding of possible underlying issues that may be triggering the inappropriate or challenging behaviour (Doherty & Hughes, 2009). For instance, when a child is having trouble regulating their emotions they may display aggressive behaviour such as angry outbursts or tantrums. Florez (2011) asserts that sociocultural theory would consider the behaviour a result of the child being an only child at home. Hence, the parents never acquainting the child with the concept of sharing in the home environment; limiting the child’s social experiences and in turn, influencing the child’s behaviour in the classroom environment (Doherty & Hughes, 2009; Nolan & Raban, 2015). More importantly, Malone (2007) and Porter (2008) claim that self-regulation is a vital skill for children to master as it will allow the child to develop resilience to be able to seek help when required and develop strategies to cope with disappointment, frustrations and anger to effectively partake in classroom activities in the future. This demonstrates that behaviour is a sociocultural construct as the school provides a social