Issue Paper Transitioning Through Schooling - Reflection Writing Assessment Answer

Issue Paper Transitioning through Schooling

Reflection of past experience based on Transitioning through schooling

School life is the most prominent phase of development in an individuals life. It frames a foundation for the intellectual, social and emotionally developed human. The transition from secondary education to further education or employment often coincides with crucial evolutions in terms of social and cognitive changes. A student needs to adapt to the surroundings and make positive adjustments to the new culture and surroundings. Failing to adapt leads to negative psychological impacts on personality.

My friend belonged to a small town that comprised of local and regional crowd. He completed his secondary education from a school nearby. Belonging to a culture-centric space, he was less acquainted to the diversity that he encountered in the University for higher education. Initially, he faced various problems due to transience. Various disruptions with both the teacher and peers made him vulnerable to ignorance and isolations. He was a lean and thin looking person who had a less dressing sense for such a wide platform. He felt some inferiority issues regarding his appearance. Due to the cognitive development at this age, he was self-motivated and curious about the new theories and study pattern. He assumed that the teachers also follow techniques similar to the school. Schools generally are organised to provide personalised guidance and relationships between teachers and students. But the teachers pedagogy at University level is less responsive. This behaviour leads to disinterest in class and also reduces attention during the lecture. The new methodology needed rigorous activities of self-learning and critically analysing the complex things at the individual level. The pressure from his classmates intensified during the semester. The class demanded support in some non-disciplinary activities which pressurised his conscience and made him emotionally weak. My friend took help of a mentor who guided him for the educational complications. He also applied his self-learning skills to learn cultural diversity from the environment. He gradually built relations with me and some friends took advice from them regarding the personality issues. He participated in various activities and applied his learning pathways and techniques from school to the University level. His past experience and learning from surrounding developed him into a psychologically sound student of the university. He applied his inner skills for the proximal development to cope up with the transience. The overall impacts of social, cultural and cognitive variations occurring due to transitions may lead to negative consequences if an individual fails to evolve from his zone.

Vygostkys sociocultural theory of development

A seminal psychologists theory defines the influence that society makes in developing an individual. It applies the interactions between the developing people and the culture they dwell in. He assumed that learning precedes the development of the individual. The proposed that integration of mind and social interaction is a major character as it precisely constitutes human development. Vygostky believed that parent, teachers, peers and the culture are largely responsible for developing the higher order functions. He stated that every function appears twice in a childs development, once on the social level and then at an individual level. The individual suffers both inter-psychological and intra-psychological consequences which are applied to voluntary attention, logical memory and concepts formation (Vygotsky, 1978). He further stated that cognitive development depends on the zone of proximal development (ZPD). The ZPD is applicable when an individual finds his dependency on social interactions and relationships. The skills that are acquired can be through adult guidance, peer collaboration and socialization. He suggested that human mental activity is an intervened process in which figurative and socio-culturally constructed activities and language play a crucial role in development (Lantolf, 2007). Social mediation together with interactive negotiation catalyzes higher methods of humans mental functioning. Vygostky mentioned the importance of individual functions of perception, reminiscence, and cognitive thinking in childhood and previous experiences. He believed that through ontogenesis the links between memory and intellectual creation of logical memory can be done (Shabani, 2016). Various aspects of the Vygostkys theory relating to the transitioning through schooling are mentioned below.

Physical aspects

The transitioning through schooling Pings an encounter to various physical differences around the surroundings. These differences may be due to ethnic differences due to geographical variations, nutritional demands of an individual. There may be rapid or irregular growth corresponding to the individual. These physical appearances may cause awkwardness and uncoordinated responses to the surrounding (Immordino-Yang, Hammond and Krone, 2018). The differences need to be practically evaluated and interpreted. There should be a constructive approach to deal with the differences.

Cognitive aspects

They understand how thinking differs from an individuals perception which continues to change and develop over time. They build assessments from these evolutions and develop into cognitive thinking about it.

Emotional and Socio-cultural aspects

The transitions Ping a wave of emotional attachments and detachments that may make an individual prone to emotional instability. Also, the fear of acceptance by peers and new people makes them vulnerable to hatred. They start questioning their self-conscious to adapt to their surroundings. They adopt the dressing, linguistic style, and overall outlook of the chosen peer group, unknowingly surrendering their unique identity. There should be support from the parents and close people to constructively handle the differences of the surrounding (Immordino-Yang, Hammond and Krone, 2018).

Interconnections between PonfenPenners model and transitioning through schooling

PonfenPenner defined Development as the occurrence of continuity and alteration in the biopsychological features of human beings, at the individual and group tiers. Bioecological theory of human development is essential to recognize those general perspectives listed by Vygostky in transition through schooling elaborate related outlines of theoretical and empirical inquiry into human development. Vygotskys theory elaborated the social and cultural aspects for individual development whereas PonfenPenners theory illustareted surrounding environmental impact on cognitive development (PonfenPenner and Morris, 2006).

The bioecological model defines the impact of social-cultural and cognitive environment on the student who is in transience from secondary schooling to the higher education level. The surrounding readily influences the students in transition. There should be certain strategies to deal with the differences. Also, there should be some measures to recover the susceptibles.

Supporting strategies

The strategies include the pre-admission and post-admission strategies which are stated below.

Pre Admission at the school level

The school should set up visits to the Universities prior to students entry.

There should be sessions communicating transition information to families for forwarding support to students.

Students should be developed to possess strong learning foundations, and developing self-efficacy skills.

Strategies at the individual level

An individual should utilise and learn from opportunities to socialise with peers, and meet new people.

Participating in the extracurricular activities makes a person to develop in different ways.

Develop positive relationships with people to understand the diversity in thoughts and practices.

Post-admission strategies

University should organize counselling sessions to identify vulnerable students with lower abilities and self-esteem.

The hiring and training teacher aides should be implemented that quickly support the specific requirements.

The parents and caregivers should be involved in the evolution process and given continuous feedback regarding the student.

References

PonfenPenner, U., amp Morris, P. A. (2006). The bioecological model of human development.Immordino-Yang, M. H., Darling-Hammond, L., amp Krone, C. (2018). The Pain Basis for Integrated Social, Emotional, and Academic Development. National Commission on Social, Emotional, and Academic Development.Lantolf, J. P. (2007). Sociocultural theory. In International Handbook of English Language Teaching (pp. 693-700). Springer, Boston, MA.Shabani, K. (2016). Applications of Vygotskys sociocultural approach for teachers professional development. Cogent education, 3(1), 1252177.Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.

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