Sociocultural Theory Research Articles

Effective Strategies and Methods to Enhance Music Practical Teaching in Higher Vocational Preschool Education

Abstract:This paper studies of effective strategies and methods to elevate music practical teaching in higher vocational preschool education. Acknowledging the pivotal role of higher vocational preschools in shaping the foundational years of a child's development, the study navigates through a comprehensive exploration of the significance of music education. Grounded in a robust literature review, the paper highlights the importance of curriculum design, instructional techniques, assessment methods, and the seamless integration of technology in shaping impactful music education experiences.Theoretical frameworks, notably the Suzuki Method and Vygotsky's Sociocultural Theory, offer insights into pedagogical and socio-cultural aspects, emphasizing the creation of positive and immersive musical environments and collaborative learning experiences. Subsequently, the paper presents effective strategies, including the incorporation of technology, active learning approaches, and the customization of lessons to individual needs. The multifaceted benefits of music practical teaching in cognitive, emotional, and social domains are explored, emphasizing its role in holistic preschooler development. The study advocates for continuous professional development for music educators, stressing the importance of staying abreast of evolving pedagogical trends, engaging in collaboration and networking, and remaining informed about current trends and research in music education. By embracing these strategies, educators can cultivate a vibrant and enriching musical environment that fosters a lifelong love for music and nurtures the holistic development of preschool learners.

Developmental psychopathology: Our welcoming, inclusive, and eclectic intellectual home.

The integrative nature of developmental psychopathology is its defining and most remarkable feature. Since its inception, often identified with the special issue of Child Development (Cichetti, 1984), this new discipline has shattered barriers and divisions that until then had artificially compartmentalized the study of human development, and perhaps even psychology in general, and it has proposed new ways of integrative thinking about development. One, developmental psychopathology has programmatically integrated research on typical or adaptive and atypical or maladaptive developmental processes and demonstrated how those inform each other. Two, developmental psychopathology has promoted bridges between developmental research and other disciplines. Three, less explicitly but equally importantly, developmental psychopathology has abolished conceptual and empirical barriers that had existed among various theories and perspectives within developmental psychology by creating a welcoming niche for research inspired by theories often historically seen as contradictory or incompatible. Ideas originating in psychoanalytic, learning, cognitive, ethological, and sociocultural theories all find a welcoming home and seamlessly coexist in heuristically productive harmony within developmental psychopathology, inform each other, and generate exciting questions and insights. This eclectic and conceptually inclusive nature is one reason for developmental psychopathology's lasting appeal and inspirational power.

Investigating indigenous knowledge awareness among South African science teachers for developing a guideline

AbstractThis research article explores the development of preliminary guidelines for the integration of Indigenous Knowledge Systems (IKS) into science classrooms. The study addresses the need for such guidelines to enhance learning outcomes in STEM. Grounded in Vygotsky’s sociocultural theory, the research investigates science teachers’ familiarity with IKS, their beliefs about its relevance, and their proposed strategies for its effective incorporation into science education. The study employed an interpretive qualitative research approach, conducting two independent case studies with a total of five teachers from primary and secondary schools in Hazyview, Mpumalanga. Through surveys and interviews, teachers’ perspectives were explored. A combination of inductive and deductive thematic analysis was used. The findings reveal varied levels of familiarity among teachers, differing perceptions of IKS relevance, and few proposed strategies for IKS integration. Additionally, preliminary guidelines were developed to bridge a gap between cultural knowledge and scientific understanding. These guidelines aim to empower teachers to transition from the familiar (IKS) to the unfamiliar (Western science), fostering a more culturally responsive science education environment. The study acknowledges the limitations of a small sample size, emphasizing the depth of qualitative awareness over generalizability. The proposed guidelines offer a foundation for further research and practical implementation, contributing to the advancement of inclusive and culturally relevant science education.

CLASSROOM ASSESSMENT PRACTICES AND STUDENTS’ ACHIEVEMENT IN ENGLISH GRAMMAR IN SELECTED SECONDARY SCHOOLS IN KENYA

This study investigated the impact of assessment methods used in internal evaluation on students’ achievement in English grammar in secondary schools in Kenya. This study was anchored on Vygotsky’s Sociocultural Theory. A pragmatic paradigm was adopted using exploratory sequential mixed methods. A quasi-experimental, pre-test, and post-test design was adopted. The target population comprised of all the form two students and teachers of English in Teso North Sub-County. Stratified and simple random sampling was used to select 10 schools. Simple random sampling was used to select 509 students. Purposive and simple random were used to select 10 teachers. Data was generated using an interview schedule, observation schedule, questionnaire, and English Grammar Achievement Tests. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed using the narrative analysis technique and presented through narration and direct quotes. Findings revealed that grammar was predominantly assessed through gap-filling as well as question and answer method. Assessing grammar through cloze test and composition writing had a more positive influence (M = 16.02; SD = 3.51) than where it was not used (M = 14.12; SD = 3.33). Pearson Correlation revealed that assessment had a statistically significant relationship of r = .643, n = 509, p = .006 with students’ achievement in English grammar. The study concluded that cloze tests and composition writing are effective methods of assessing English grammar. It was recommended that the Ministry of Education should in-service teachers on the importance of assessing English grammar through these methods. This study recommends that teachers should assess English grammar using cloze tests and composition writing.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0758/a.php" alt="Hit counter" /></p>

The influence of the social context on the development of the child's psyche

This article explores the implications of introductory studies carried out through a literature review and aims to promote reflection on the importance of the social environment in promoting the child's psychological development. According to the conception of child development from the perspective of Historical-Cultural Psychology, children need to appropriate culture in order to develop their psyche and become part of the human race. This appropriation takes place in the social and material relationships that come from the social environment in which the child is inserted, an appropriation that takes place in a mediated way, especially through language. By studying the process of hominization that took place in phylogenesis - a process promoted by work - and the humanization provided by ontogenesis to each child from birth, we can see that child development is not a natural phenomenon, but a socially developed one. In this way, it is possible to understand how much the environment in which the child is inserted is responsible for their psychic formation, for the formation of their personality, and it is therefore essential that it be an environment rich in culture, affection and humanizing values. This is fundamental for any social group present in the child's upbringing, especially when it comes to the school environment, which must be more intentional in promoting their higher psychic functions.

ADHD Dog: A Virtual Reality Intervention Incorporating Behavioral and Sociocultural Theories with Gamification for Enhanced Regulation in Individuals with Attention Deficit Hyperactivity Disorder

The need for effective cognitive training methodologies has increased, particularly for individuals dealing with Attention Deficit Hyperactivity Disorder (ADHD). In response to this demand, Virtual Reality (VR) technology emerges as a promising tool to support cognitive functions. Addressing this imperative, our paper introduces ADHD Dog, a VR game designed to aid individuals with ADHD by harnessing the advancements in VR technology and cognitive science. Our approach integrates behavioral and sociocultural theories, alongside gamification, to foster player engagement and reinforce cognitive functions. The theories employed, including operant conditioning and social constructivism, are specifically chosen for their relevance to ADHD’s cognitive aspects and their potential to promote active and context-based engagement. ADHD Dog, grounded in the principles of neuroplasticity and behaviorist methods, distinguishes itself by utilizing technology to amplify cognitive functions, like impulse control, attention, and short-term memory. An evaluation by individuals with ADHD, psychologists and computer scientists yielded promising results, underscoring the significant contribution of blending narrative-driven gameplay with behavioral and sociocultural theories, along with gamification, to ADHD cognitive training.

Harmony Teaching Research — Implication for Music Education

This study aims to find out how students’ executive function skills are impacted by music instruction, especially harmonic instruction. The study adheres to ethical standards, ensuring participant confidentiality and freely given, informed consent. The introduction, which also provides background information on the importance of music education, outlines the goals and objectives of the study. In this review of the literature, we focus on constructivism and sociocultural theory as the theoretical frameworks for our analysis of the studies on music education and its impact on cognitive development. The techniques section describes the tools and how they were used; a questionnaire and open-ended comments were used to collect the data. The findings section includes both quantitative and qualitative results. The quantitative findings show a statistically significant positive association between executive function skill reports and the intensity of harmonic teaching, which may indicate a link between higher harmonic education progress and better executive function ability rises. The qualitative findings provide additional insights into the viewpoints and experiences of the participants, which strengthens the research. The conclusion summarizes the main findings and identifies the study’s limitations. Overall, emphasizes the value of music instruction in developing well-rounded individuals and presents solutions for integrating music instruction into the larger educational system that are supported by research. Because of the study’s rigorous research design, dedication to ethical principles, and use of appropriate statistical procedures and analytic tools, the findings are more believable and legitimate. The study’s findings and recommendations are meant to improve formal music education programs and advance understanding of how music education fosters students’ creativity and cognitive skills.

Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives

Undoubtedly, due to continuous changes in time, environment, and demand, teaching techniques in science education should be constantly explored, reflected upon, and improved. This paper explores the current evidence related to secondary science teachers’ perspectives about teaching inquiry skills in the United Arab Emirates (UAE). After a systematic Boolean search in online databases, a research synthesis was conducted on the perspectives of secondary science teachers regarding inquiry and critical thinking of students in the context of UAE. Eight quantitative and qualitative studies were analyzed, and results showed that science teachers’ perspectives on teaching inquiry skills varied across studies. Additionally, some factors should be addressed when teaching critical thinking including socio-psycho factors (e.g., attitudes towards learning science, teacher competence, professional development, student characteristics, teaching and learning practices, and classroom management). This study recommends that further attention should be paid to teaching theories and approaches such as active learning strategy, sociocultural theory, constructivism theory, and affective filter hypothesis. These results are important since they identify the need of reevaluation of inquiry-based teaching and learning of science (e.g., critical thinking skill as a key one) in UAE secondary schools.

Bridging the gap: Using robotics to enhance emotional and social learning in K-12 education

This research explores the integration of robotics into K-12 education to enhance emotional and social learning (ESL). The theoretical framework draws from constructivism, social learning theory, experiential learning, socio-cultural theory, and emotional intelligence models. Implementation strategies include curriculum design, teacher training, student engagement, and ethical considerations. Challenges encompass ethical dilemmas, access disparities, and socio-cultural sensitivity. The future of robotics in education involves technological advances, global collaboration, and adaptive learning environments. The conclusion emphasizes the transformative potential of robotics in cultivating well-rounded individuals with technical proficiency and heightened socio-emotional skills. As the educational landscape evolves, the integration of robotics emerges as a dynamic force shaping a generation prepared for the complexities of the 21st century.

Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context

In the current landscape of global education, the importance of understanding and effectively integrating emotional intelligence into teaching practices has gained significant attention. Within this framework, the role of empathy in teaching is emerging as a crucial component, particularly in English as a Foreign Language (EFL) settings where cultural and linguistic barriers present unique challenges. This study delves into the intricate role of empathy in EFL teaching, particularly within the Mekong Delta region. Employing qualitative research methods, in-depth interviews with 10 EFL educators were conducted to extract nuanced insights about their perceptions and experiences regarding empathetic practices in the classroom. The findings, after conducting thematic analysis, revealed multiple thematic areas: the challenges of balancing empathy with academic rigour; the influence of personal experiences on empathetic practices; the relationship between empathy and student motivation; empathy’s role in conflict resolution and classroom management; and the profound impact of empathy on teachers’ self-growth and renewal. Through the lens of socio-cultural theory and transformative learning theory, the study illuminates the deep intertwining of empathy with socio-cultural dynamics and transformative educational experiences. While the results underscore the paramount importance of empathy in enhancing classroom dynamics, student motivation and teacher development, they are grounded in the specific socio-cultural context of the Mekong Delta. Therefore, generalisations to broader EFL contexts should be made with caution. This research contributes to the burgeoning literature on empathetic pedagogies, emphasising its significance in modern EFL teaching environments.

Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children

Early childhood care and Education is an important phase for impacting communication skills to children for building a strong sense of identity and belonging. The South African National Curriculum Framework (NCF) regards communication skills as one of the six early learning and development areas considered for Early Childhood and Education (ECCE). Caps Grade R admonishes educators to support learners with interpersonal Communication Skills and to develop their Cognitive Academic Language Proficiency by engaging them in activities that focus on rhymes. Thus, South African children need skillful educators to employ developmental implementation strategies to support their acquisition of these skills. Research shows that subjects like Life Skills, English Language, Civic Education, and Mathematics are successfully implemented using music-based pedagogy. However, because ECCE is relatively new in South Africa, there is no strong structure to support the ECCE/ECD (Early Childhood Development) educators in employing music-based pedagogies to teach communication skills to the children. This article focuses on the rural ECD/ECCE educators’ perception and experiences in employing music-based pedagogy to support the children’s acquisition of communication skills. The study was conducted at two ECD/ECCE centres in Northern Cape province, South Africa.This is participatory visual research where Six ECD/ECCE Educators were engaged in semi-structured interviews and reflective activities on how they facilitate communication skills using music. The study was informed by Vygotsky’s sociocultural theory. The educators supported music-based pedagogy, however, inadequate musical training, non-availability of musical resources, and non-inclusion of music as an independent subject in the CAPS/NRF documents are their constraints. In their pre-service teacher education programs, almost all South African institutions include creative arts training; the course is typically taught over one semester, and music is merely one of the various creative arts subfields. As a result, the pre-service teachers lack the necessary musical background to implement music-based instruction. In conclusion, the study recommends musical intervention training to empower ECD/ECCE educators. Keywords: Early Childhood Development, Rural Context, Music-Based Pedagogy Communication Skills.

Socio-culturally responsive medical professionalism and ethics education: A curriculum co-creation approach

ABSTRACT Medical professionalism and ethics (MPE) are critical components influencing how medical practitioners provide patients with the highest standard of care. As a result, a structured attempt has been undertaken to enhance the content and teaching delivery of the medical professionalism and ethics education (MPEE) in the undergraduate medical curriculum. Guided by Vygotsky’s sociocultural learning theory, Harre and Van Langenhove’s positioning theory and Taba’s principles of curriculum development, a curriculum co-creation project was organized with the aim of developing a socio-culturally responsive MPEE. A total of fifteen medical students agreed to participate in the project where they co-created MPE curriculum with a medical educator over the course of three months. Upon completion of the project, a co-created, socio-culturally responsive MPE curriculum was presented. The thematic analysis revealed positive changes in the participants’ attitudes, skills, and behaviors towards co-creating the MPE curriculum. They also reported feeling a sense of fulfilment after having a transformative experience as curriculum co-creators and after receiving positive feedback from the faculty, staff, and other students on the co-created MPE curriculum. The project’s success demonstrates the importance of curriculum co-creation as a strategy to promote co-creation efforts among students and educators in developing a socio-culturally responsive curriculum. The project’s framework and practical recommendations can be adopted by other medical educators and faculties to encourage students’ participation and their role on curriculum development using the co-creation approach.

The Multiple Functionality of Input Material in Learning: Environment, Knowledgeable Guide, and Mediators of Social Interaction

Learning materials often play a significant role in the learning process, but their specific roles can vary depending on the situation. Based on Vygotsky’s (1978) sociocultural theory and Piaget’s (1952) stages of cognitive development, we can propose three channels through which children learn: the environment, more knowledgeable individuals, and intermediaries of social interaction. Surprisingly, learning materials can assume all three roles in different situations. A child's environment determines the learning materials and resources they have access to. When students learn without the involvement of a teacher, the learning materials become their source of knowledge. Teachers and peers also utilize learning materials as intermediaries during instruction.

Solidarities on the move between the Horn of Africa and Italy: Somali migrants’ disconnection and networking practices in the 2010s

ABSTRACT Through the reconstruction of the de-activations and re-activations of solidarity in different phases of migration trajectories, this article analyses transnational migration from the Somali territories during the 2010s. Somali migrants who arrived in Italy between 2011 and 2017 provide the ethnographic basis for a historically situated, socio-cultural theory of transnational migration from below. The article addresses the moral, social, economic and political milieu within which the migrants defined their intention to travel to Europe and assembled their trajectories. The analysis focuses on the interaction between the all-pervasive presence of networks of smugglers and traffickers in the Horn of Africa and their capacity to respond to the practical necessities and aspirations of young individuals. The second object of analysis is the transformative and productive dimension of the journey. The migrants re-adapted their theory of practice of solidarity and social networking to very specific circumstances imposed on them during the journey. Finally, the paper addresses the creative readaptations of ideas and practices of solidarity in Italy, under the combined pressure of inherited moral codes, the emotional and socio-economic effects of the previous steps in the migrants’ trajectories, and everyday life in a securitised and precarious context.

Psicologia Histórico-Cultural nos Grupos de Pesquisa no Diretório do CNPq no Brasil

Abstract This article presents an overview of research groups that use Historical-Cultural Psychology as a theoretical framework, registered in the Directory of Research Groups of the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq). A “state of knowledge” study was held. 115 groups were found, and the following data stand out from the analysis of their descriptions: terms used to name the theory; knowledge areas; geographic distribution; nature of the group’s institution; foundation year; and main research topics in the areas of psychology and education. As a result, it is pointed out: that semantic dispersion concerning the theory naming; increase in groups researching public policies; and insertion of contemporary themes such as racism and gender. It is concluded that the above panorama makes it possible to better understand the research interests carried out by Historical-Cultural Psychology and the challenges to be faced.

Historical-Cultural Psychology in Research Groups in the CNPq Directory in Brazil

Resumo Este artigo apresenta um panorama dos grupos de pesquisa que tomam a Psicologia Histórico-Cultural como referencial teórico, cadastrados no Diretório de Grupos de Pesquisa do Conselho Nacional de Desenvolvimento Científico e Tecnológico. Realizou-se um estudo do tipo “estado do conhecimento”. Da análise das descrições dos 115 grupos identificados, destacam-se: denominação da teoria; área de conhecimento; distribuição geográfica; natureza da instituição; ano de formação e principais temáticas de pesquisa em psicologia e educação. Como resultados, destacam-se: dispersão semântica em relação à nomeação da teoria; aumento de grupos pesquisando políticas públicas; inserção de temáticas contemporâneas como racismo e gênero. Conclui-se que o panorama exposto possibilita melhor compreender os interesses em pesquisa realizados pela Psicologia Histórico-Cultural e os desafios a serem enfrentados.

RELAÇÃO PROFESSOR-ALUNO E O DRAMA DA PSIQUIATRIZAÇÃO DOCENTE: UM ESTUDO A PARTIR DE DADOS DO MUNICÍPIO DE GOIÂNIA

ABSTRACT: This paper reports an investigation on the drama of teachers’ psychiatrization in the teacher-student relationship in the municipal educational system of Goiânia, Brazil, which is linked to the Project “Medicalization in Goiás: critical investigations in the history and contemporaneity of biopsychosocial practices and discourses”. The sick leave of elementary education teachers for medical reasons under code F index of the ICD-10 shows a framework of precariousness and alienation of work in capitalism, with impacts on the social relationship between teachers and students. We discuss the characteristics pointed out in this interaction that reveals the dialectical complexity of the drama of psychiatric illness and the material conditions of work experience. This result was based on a qualitative data analysis entered in summary cards, based on medical sick leave records made available by the Municipal Medical Board. Our reference was the Cultural-Historical Psychology as interpreted by Yves Clot's Clinic of Activity. We considered 35 cards - out of 109 summary cards reviewed that refer to the teacher-student relationship during the process of teacher’s psychiatrization. Subsequently, we set categories, labeled complaints and developments, which reveal common processes in the suffering of those teachers. We observed that the presence of occupational psychopathologies is associated with the workers’ activity precariousness and expropriation of reality. We consider that this disease is a socially constituted process at the heart of a dialectical social-historical framework, and we conclude our investigation with emphasis on collective intervention as a resource to face psychiatrization, as well as offering support for public policies that aim to face precariousness.

Beyond the Written Word: Emerging Innovative Writing Practices in a Malaysia University Classroom

According to recent studies, there is a widening gap between traditional writing pedagogies and the demands of the digital age. It is evident that both teachers and students have expressed challenges in negotiating the complex standards of meeting the requirements of academic writing conventions. In the Malaysian educational context, there is a noticeable struggle to balance traditional writing approaches with the demands of the digital era. Given the unique practices observed in the university setting, this study aims to provide an in-depth qualitative exploration of changes in academic writing practices and innovative solutions to the identified challenges. Drawing on the theoretical foundations of Vygotsky’s Sociocultural Theory and Brian Street’s Academic Literacies, this study utilises semi-structured group interviews with four students and one teacher from a university writing classroom. Exploring the academic landscape in Malaysia, the findings shed lights on several key issues: the pressing need for adaptable teaching approaches, the importance of students acquiring and using digital skills, and the value of collaborative learning in achieving effective writing outcomes. This study highlights the need for a blended teaching approach to prepare the teachers, policymakers, and students for global writing standards. The findings are expected to have important implications for curriculum development, teaching approaches, and broader educational policies.

Examining the Attitudes and Perceptions of Students and Tutors towards the Integrated Approach Pedagogy (IAP) in the Ghanaian Language Classroom

This investigation examined integrated approach pedagogy as a progressive educational framework that emphasizes the interconnectedness of various subjects and promotes active learning and critical thinking. This paper will be insightful as it will support students to appreciate their culture and accommodate other students in Ghanaian Language classroom. One of the significances is students would build communication confident and collaborative skills. In the context of the Ghanaian Language Classroom, this study aims to investigate the attitudes and perceptions of both students and teachers towards the integration of subjects within language instruction. This research employs qualitative interviews, to explore the experiences of students and tutors with the integrated approach. A purposive sampling technique was used to select participants, one hundred and fifty (150) students and teachers were selected from different regions and socio-economic backgrounds. Bono region fifty (50), Central region fifty (50), Western region fifty (50). The qualitative phase involves in-depth interviews with selected students and teachers to gain deeper and fuller insights into their personal experiences, perceptions, and recommendations related to the integrated approach pedagogy (IAP). The findings of this research contributed to the existing literature on pedagogical methods in the Ghanaian education system, shedding light on the effectiveness of the integrated approach pedagogy (IAP) in the context of language learning. The theory that underpinned this study was sociocultural theory by Lev, Vygotsky. This theory emphasized the role of social interaction and cultural context in learning.

Developing Culturally Contextualized Mathematics: The Journey to Becoming a Transformative Teacher

This article studies the first author’s (Hem) transformation from a traditional practitioner to a critical and culturally responsive Nepalese mathematics teacher. This paper is developed from the perspective of the first author’s experience using the first person “I”. I have thoroughly examined my past experiences as a student, teacher, and educational researcher in schools within the Surkhet Valley, Nepal. The main purpose of this study is to critically explore my experiences of learning and teaching mathematics, both within and outside their contexts, and to envision myself as a transformative learner, teacher, and educator in mathematics. This study is framed through the research question: How can I envision myself as a transformative learner and teacher of mathematics? This study aims to explore the mathematical concepts that learners have acquired through context-based instruction. Moreover, I gradually shifted my focus from merely solving mathematical problems to effectively teaching my subject through a decontextualized mathematics teacher to a contextualized mathematics teacher. At this moment, I am navigating a critical point and actively searching for more effective alternatives to enhance culturally meaningful learning for students through a shift toward transformation. This study employs a narrative inquiry approach to deeply reflect on my lived experiences as a student, teacher, and educational researcher in mathematics education. In this approach, narratives of pedagogical practices analyze traditional decontextualized mathematics and investigate transformative pedagogy as contextualized mathematics. I utilized three theories: living education theory, sociocultural theory, and transformative theory.