Relationships play a very influential role in the development of a positive learning environment, as the relationship between the child’s immediate environment and settings all need to co-exist and work collaborative together, to form a positive learning environment. Relationships need to be formed, as it provides for the child with consistent support and can assist the child to develop skills and understandings they need to interact positively in their environment. (EYLF, 2009) Working together the child’s environment and settings explore the learning potential for the child and provide daily opportunities to learn from a supportive, flexible and fun environment in the early childhood setting, home or out in their community. (EYLF, 2009)
According to Vygotsky’s socio-cultural theory, social relationships and interactions influence a child’s development. Children are in constant contact with parents, teachers, peers and relatives, Vygotsky believed that these relationships are the foundations of a child’s learning. A parent and teacher’s relationship with the child is important as they read to them, explain points and hold conversations. Peers are also important as they encourage a child’s conversations and discussions. However it is the socio-cultural theory diagram that best represents the relationship between the child, the teacher, the parent, the curriculum and the environment.(SCU, 2011) Everything is connected and is working collaboratively together. The child has access to all these influences, not only does the child have a relationship with the teacher but the teacher also has a relationship with the curriculum, and vice versa. This is very important as the teacher needs to have these relationships to become better understanding and more knowledgeable. Erikson’s stages of psychosocial development and Kohlberg’s stages of moral development also explain that a child gradually... [continues]
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