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Based on the following two assessments, write a two hundred to five-hundred-word reflection on how biological, cognitive, and social development impact faith formation during this stage of life.
Biological, cognitive, and social development all greatly impact faith formation, particularly at younger ages. This is due in part to the developmental processes of young children as they interact with the world around them. Certain stimuli often have a very profound impact on children, particularly as their brain has not fully developed yet. In addition, through trial and error, children begin to learn about the world around them. The brain is also becoming better connected with the rest of the body through the myelination of axons, or basic nerve fibers. As a result, parents, and other individuals can control the environment in which the brain is developed. Perception for example refers to the brains process of understanding the meaning of the stimulus. Parents, have a very large influence on how information is interpreted through interactions with the child. These perceptions along with intervention from parental figures heavily influence biological, cognitive and social development. Thankfully, as a young child, my mother was very instrumental in developing all three aspects within my life. From a...…emphasized. Here, it was important to be consistent with these teaching. As a child she would read biblical stories to me. She also exuded many of the Christian values in which I practice today. Finally, from a social perspective she provided an environment for me to interact with other like-minded individuals who are attempting to practice similar values. This is arguable the most important step in my faith development as peers have a disproportionate influence on the development of children, particularly at a younger age. Here, the various stimuli found in this environment help to cultivate behaviors and understanding of the…
References
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2. Berk, L., and A. Winsler (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
3. Bloch, M. N. (1987). Becoming scientific and professional: An historical perspective on the aims and effects of early education. In T. S. Popkewitz, ed., The formation of school subjects. Basingstoke, UK: Falmer, pp. 25-62.
4. Cochran, M., ed. (1993). The international handbook of child care policies and programs. Westport, CT: Greenwood Press.
5. Mead, M. (1962). A creative life for your children. [Washington]: U.S. Dept. of Health, Education, and Welfare, Social Security Administration, Children's Bureau; [for sale by the Superintendent of Documents, U.S. Govt. Print. Off.].
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