The aspects of the various theories discussed that reflect Western or middle- class values of individualism include Erick Erickson’s concept of autonomy, which states that “between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etci” (Erikson‘s Stages of Psychosocial Development, 2011), Western values consider independence as an important life skill that is being introduced to children at a very early age, compared to non-Western values, which emphasize being submissive to one‘s parents and adult supervision until they are mature enough to be independent. A practical example of autonomy in Western practice include moving out of the parents‘ house when the child reaches 18 years, contrary to Asian practice, for instance, where children beyond 18 years could live with their parents until they are independent and prepared enough to move out.
Another aspect of the theories that reflect Western values is the reinforcement presented in the Behaviorist theory, where “observable behaviors occur as a response to stimuli in the environment — shaped by providing reinforcement or punishment after a behavior occurs” (Developmental Theories Overview, n.d., p. 1). Punishment for Western practice involves removal of rewards like toys, play time, or treats. For non-Western practice, corporal punishment corresponds with the child’s display of negative behavior. On the other hand, the aspects of the theories that cater to a more global view is the contribution of the environment and the people influencing the child 7 parents, teachers guiding and helping the child unlock new concepts and deposit in his or her collection of schemes.
It is always the parents and teachers who are the primary care givers to the child and therefore this recognition could be seen in theories like Bronfenbrenner’s Ecological Model, where “the microsystems, comprised of the child’s immediate family, school teachers, and peers, belong to the smallest of the contexts in which the child is embedded, where the child lives and moves” (Bronfenbrenner, 1979, pt 1), This global View is also shown through the concept of scaffolding, where “parents, teachers, and more-skilled peers give a child to do a task until the child can do it alone” (Cognitive Development, nd, 13, 17), The last aspect of the theories discussed that reflect a more global View is the concept of reaching equilibrium at a particular point in a child‘s development, This is displayed through the concepts of assimilation and accommodation, which “work together to produce mental representations that organize knowledge thus achieving equilibrium” .
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Another theory that emphasizes this goal is Erikson’s Stages of Psychosocial Development, in which the main purpose of going through the stages is to achieve a healthy personality and be able to thrive in one’s environment In terms of Erikson’s description of autonomy, initiative, and industry, children do not progress at the same pace and same manner. As mentioned above, these concepts reflect more of Western values, which pay high regard to children’s independence at a very early age compared to Asian practice, which fosters children’s submission to parents and teaches them to be obedient until they are old and matured enough to be independent and be able to provide for his or her own family Another example is the difference in the level of autonomy where children from Western culture are taught to be more assertive compared to being submissive in non-Western cultures Children in Western societies are also given more freedom to choose in terms of their clothing, games to play, school to go, etc., while children from non-Western cultures allow their parents in making decisions for them.
In Western culture, taking the lead and being more outspoken is a positive trait, while in non-Western cultures, these show disrespect to the elders. Thus, being submissive shows a more acceptable behavior in non- Western societies Progression in Erikson‘s theory, therefore depend on the culture and familial values in which the child was raised, and that undoubtedly varies from one household to another. The cultural or family practices that might cause children to move differently through Piaget’s stage of development would be the type of family the child belongs to Nuclear families and extended families apply different practices at home that affect the child’s formation of schemes.
The child from a nuclear family would apparently have a concept of the family as a small, 3-4 member household compared to a child living in an extended family of 8-10 members living under one roof Difference in scheme formation is also displayed from this difference of family structure, as the child from a nuclear family could be placed in daycare while the parents are working, compared to children being under the care of his or her grandparents at home The level of autonomy that the adults allow the children to have also create a difference in going through Piaget’s stages of development. Some children are being allowed to engage in adult conversation, while some are prohibited from meddling in adult affairs, This definitely affects their language practice and skills, as “children go through the same stages but at different rate”.
