In my childhood, my parents actively engaged in my personal development and cultural transmission which formed a strong foundation for my school success. A lot of emphasis was put in to my preparation for school because they would often say that a strong academic background was the basis for a prosperous life. Therefore, I knew that I would grow to be academically productive and understand the norms of the society so as to have a successful life. Through creative games such my father pretending to be a nurse, while my mum pretending to be a patient, I would be assigned the role of doctor who figures out the ailment and recommend some medicine. Such make belief plays encouraged me to have ambitions in life that could only be fulfilled through an enthusiastic academic pursuit.
My parents involved me in daily family activities to provide learning opportunities so that I would have an easier time in school. They after talked to me at an early age to me while requesting for my input in planning out house chores, creating shopping lists, pointing out patterns, signs, and numbers. They used puns while playing with words so that I would gain interest in a learning activity. They encouraged me to explore and learn new things by letting me play independently through observation, touching, smelling, hearing, and tasting new things in the house and the backyard. For example, the similarities and differences in an orange and a ball where they are both round while one is edible while the other is for playing. Such activities enabled me to develop cognitive skills such as memory retention through object association (Ballantine, Hammock, & Stuber, 2017).
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They also sharpened my social skills by staging play dates with peers as they monitored my patterns of interaction and gave me pointers on amicably taking turns and sharing resources. They would give me guidance such as waiting for my friend to finish playing with a toy and politely asking for my turn after a specific period of time. The dates would occur at home or in parks where there was enough room to hop, run, jump, and kick balls to develop independence. Interaction with other children equips the social skills needed in a class room setting which improve the learning outcomes (Ballantine, Hammock, & Stuber, 2017). At the end of the day I would narrate my experiences with them as they listened and talked with me to affirm my assumptions. Through an open communication system, I was allowed to inquire about things that seemed oblivious. They based their approach on the functional theory that walked me through the process of learning social skills such us respect, punctuality, obedience, and perseverance.
My parents built confidence for grasping the process excellence by probing me show effort in guessing the right words for objects. Through such exercises I consequently became eager to answer questions in class without fear of being wrong and giving the instructor a chance to use my perspective in developing an understanding of a given topic. I also developed critical thinking skills through matching pictures, building block towers, and solve realistic problems such as showing the directions home from the mall. By creating a reward system where a right guess would be followed with a gift such as a crayon or a new drawing book, I learnt to accept merit and achievement as a result of correct responses. I would read a head of the teacher so as to be actively engaged in school activities and also feel purposeful in school contexts.
References
Ballantine, J. H., Hammack, F. M., & Stuber, J. (2017). The sociology of education: A systematic analysis. Routledge.
