Children learn to become familiar with their surroundings at a tender age. For instance, when one-year-olds are used to the presence of their immediate family members, they learn who and what is familiar and act according to the context. When the child faces an unfamiliar face, they look up to their father or mother to determine whether the person or object poses a threat. Babies become intuitive to use their observations to conclude a particular factor. When the child grows up, their interactions with other people are guarded by how familiar or easy it is to connect with a person based on shared experiences. The environment guides who they form friendships with or relate to the most.
Bronfenbrenner's ecological systems theory suggests that human interactions are influenced by greater forces that determine behavior. Through several systems such as the microsystem, an individual setting determines actions that influence how the systems operate (Lally & Valentine-French, 2017). Similarly, the child's environment impacts behavior in different environments. In adulthood, the familiarity and experiences shaped through family, religion, and education become a primary determiner of behavior.
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The social-cultural theory by Lev Vygotsky elaborates the ability of the child to improve processing skills. For instance, if a stranger visits again, the child becomes more receptive to the person and can smile back and embrace the idea of being held. Individuals are born with the idea of noticing and retrieving information (Lally & Valentine-French, 2017). As the brain advances, the child grows to familiarize themselves with different environments such as school and connect with friends that share the same values.
Response
Mary argues that individual capabilities have the potential to be realized through encouragement. When a mother notices certain potential such as artistry and encourages it, the interest develops further which can inform the decision to pursue art as a course. Indeed, I agree that motivation and guidance encourage individuals to act in a manner that will lead to satisfaction of goals and desires. Through Lev Vygotsky's social-cultural theory, human beings realize potential when there is proper guidance (Lally & Valentine-French, 2017).
Reference
Lally, M., & Valentine-French, S. (2017). Lifespan Development: a psychological perspective. College of Lake County
