Knowledge of Globalization and Sociocultural/Cognitive Approaches

Beck, 1 defines globalization as a phenomenon being experienced across the world. As a result, economic, political and sociocultural exchanges which are facilitated by modern information and communication technologies. Moreover, globalization has been enabled by legal and transportation infrastructure and conscious political decisions to open up cross-border links especially through finance and international trade. These developments across the world are not new but have increased steadily recently more than ever in history.

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Jensen, Lene, and Jeffrey Jensen state that globalization impacts the cultures of the current teenagers. These are a generation who have grown up with computers around their disposal. Their ability to have any culture that is distinct and unique to the certain community in impossible. They can be able to interact, view and discuss with people from whichever part of the world. Moreover, the impact is on their social mannerisms and behavior. Many teenagers and adolescents do not know the value of good communications and friendships. Most parents complain that this has denied their young people an ability to have in-depth discussions among friends. Unlike a few decades ago where friends would visit each other and talk for hours about various aspects of their lives, the adolescents when they visit they have all interruptions of phones and computers. They might spend time knowing what is trendy in twitter or facebook or the world of sports. Rarely will they keep off those distractions and have quality time to impact and touch each others life. Lack of that human need of somebody who can be there through hardships has led to isolations, lack of identity and poor ability to deal with life challenges. The chord of human relations is lost in a world where somebody can have a close friend they have never met. Moreover, the technology of fast communication inculcates impatience. Most adolescents, as a result, hold a very unrealistic approach to life. They are persuaded on the instance of things and lack the ability to wait patiently and endure. That is why even teenagers believe in getting rich overnight.

Globalization denies adolescents ability to go through processes of life steadily and delaying gratification. Comparisons and shallow talks have lured many young people into ruined life and deception. Because of constant online activities, some teenagers had been taken advantage of when they saw pictures of a man on Facebook, became friends within no time. Soon these men have suggested meeting these girls who are defiled sexually like rape amongst other things. Adolescents are busy online and lack an opportunity to interact with family members like grandparents who would offer counsel and help them develop life skills.

Both Vygotsky and Piaget have their contribution to cognitive development theories. However, they differ significantly based on their assumptions and stand on child's cognitive development. According to Vygotsky culture is very influential in shaping and affecting the cognitive development. Nonetheless, this contradicts the view of content development and global stages propagated by Piaget. While Piaget argues that cognitive development is uniform across cultures, Vygotsky, on the other hand, states that cognitive development varies as cultures as well vary. While Piaget's underestimates the role of social factors in affecting the cognitive development, Vygotsky places a strong emphasis on the impact of social factors on the cognitive development. For him, the environment in which a child grows in affects how and they think and that the social setups around a child will help in how they construct knowledge and form ideologies as stated by Eun, Barohny (6).

Piaget overlooks the importance of language in cognitive development whereas Vygotsky emphasizes on its role in the mental development of a child. As for Vygotsky, the ability of the mind to develop cognitively, its as a result of a language that has been internalized. Piaget argues that thought occurs before language while Vygotsky suggests that at first before age three, language and thought are two separate systems but are merged for about three years where verbal thought is produced. This verbal thought is the inner speech. Wh Vygotsky is persuaded that the adults are an essential part of the cognitive development of a child, Piaget, on the other hand, emphasizes that peers are crucial in this development as the peer interactions enhance taking of social perspectives. Vygotsky says that the cultural tools of intellect are transmitted from the adults to children which they then internalize to aid in their cognitive development.

Fivush(15) states that the Piaget's theory proved untainable. Moreover, it is criticized because it underestimates the abilities of children. It has been tested using scientific means that children have the capacity to do many tasks with the skills they have. It is an influential theory although being controversial too. However, it has helped childcare givers, parents, and teachers to be keen observers of children development. According to Tryphon and Jacques (5), Piaget suggests that a baby moves in linearity from egocentrism to a socialized language. While on the other hand, Vygotsky is against such idea.

Works cited

Beck, Ulrich. What is globalization? John Wiley & Sons, 2015.

Eun, Barohny. "The culturally gifted classroom: a sociocultural approach to the inclusive education of English language learners." Educational Psychology in Practice (2016): 1-11.

Fivush, Robyn. "of the Development of Memory." The Development of Childrens Memory (2014): 15.

Jensen, Lene Arnett, and Jeffrey Jensen Arnett. "Going global: New pathways for adolescents and emerging adults in a changing world." Journal of Social Issues 68.3 (2012): 473-492.

Tryphon, Anastasia, and Jacques Voneche. Piaget Vygotsky: The Social Genesis Of Thought. Psychology Press, 2013.