As a young adult, one of the most gruesome concepts of development is self-identity. For adults, it is about utilizing the accumulated knowledge over the years to make the best of the last years. Older adults take pride in finding meaning out of life’s experiences and the various stages of development they have encountered. One outstanding feature in older adults is the surety of purpose, clarity, and meaning of life in their last sunset years. It comes with confidence and positivity that identifies with intelligence on life’s moral lessons and guiding principles. For a young adult, it is all about exploration, discovery, and self-identity. It is the beginning of self-discovery, coupled with the uncertainty of lives tomorrow. However, a young adult identifies social integration and acceptance within society as one of the most challenging concepts. However, both the young and old adult take pride in the evolving nature ad aspect of human interaction and how it affects their development. They also acknowledge the significant role of the environment in shaping their behavior and general cognitive development.
Social interaction and Cognitive Development
McLeod (2014) articulates that s ocial interaction plays a critical role in the development of one’s cognition. At the same time, the community plays a fundamental role in attempts to make meaning out of one’s situation in life. From the two interviews, it is evident that the young adult attempts to find meaning and direction through his social interaction and the community’s impact in his life. At the same time, the older adult finds meaning and his general cognition through the various effects of his social interaction. According to McLeod (2014) t hrough social interaction, one learns multiple concepts and aspects of life. It is evident from the older adult that human development comes after social learning ( McLeod 2014) . According to Vygotsky’s theory of development, an individual’s progression through life is best understood from the concept of cultural and social contexts that are no doubt embedded. For example, high mental ability in the older adult is the total summation of various social processes.
Delegate your assignment to our experts and they will do the rest.
The vast difference between the young adult and older adult is majorly due to cultural aspects of growing up. For example, McLeod (2014) points that Vygotsky underscore that cognitive growth or development is widespread between cultures. Vygotsky puts greater focus on social issues of living, giving rise to one’s cognitive growth and development. It is evident from the interview that the older adult is more confident and assured of their place within the society as compared to the younger adult ( McLeod 2014) . The older adult has had numerous experiences, been shaped and reformed by various social concepts and factors bringing forth a confident, mature, and robust individual.
As compared to the younger adult, the older adult has matured through social concepts, endured various painful and beautiful factors that have developed his abilities to maturity. The younger adult is still in his early stages of cognitive development with fewer social engagements and interactions. According to Vygotsky, cognitive growth arises from cultural exposures and social interactions ( McLeod 2014) . These form the fundamental cornerstone of knowledge. Thus it is clear why the older adult has clarity of thought, reassurance, and confidence in their ways as compared to the younger adult. The older adult has had a longer environmental and social interaction, thus in-depth influence that has gradually shaped his cognitive development. Vygotsky maintains that one’s environment is essential in formulating their behavior and thought process.
Due to their extensive exposure to social interaction and engagements, older adults play a significant role as a source of the same in society. They thus easily transmit social aspects and intellectual variation to younger adults in the community. The relaxed and reserved attitude often noted in adults is significant as a result of matured cognitive development that has “made peace” with the environment and their social engagement. According to McLeod (2014) i t is a development that has harnessed the compelling perspective of getting the best out of society and others.
All humans are born with natural abilities for cognitive development. According to Vygotsky, they comprise of sensation, attention, perception, and memory ( McLeod 2014) . Through social interactions, these abilities are developed into practical and sophisticated strategies and processes that give rise to better mental skills. At the same time, Vygotsky attests that cognitive development is further harnessed by learning. For example, McLeod (2014) contends that both children and young adults attempt to understand the internalization of information that will regulate and guide their behaviors. In older adults, these are a phenomenon that has developed to maturity evident by their reserved and mature approach to issues.
A better understanding is achieved by way of the ability to internalize information faster and concerning one’s social interaction. Out of experience, the older adult displays a higher level of understanding and clarity of thought as compared to the younger adult. The situation is further compounded by the many years the older adult has had life-changing social interactions and engagements. Human development and the learning process formulate the totality in an individual at any one given stage. The significant difference is in the level of understanding and practical approach to issues. All through the interview, it is evident that human development is a direct result of both internal and external factors. External factors that constitute the environment and social interaction do play a critical role in shaping one’s cognitive development.
Reference
McLeod, S. (2014). Lev vygotsky. Simply psychology , 1-13. https://pdfs.semanticscholar.org/96ba/471b2677b7ca0b62e778dee40fa1078d5c03.pdf
