Family as the Space of the Child’s Cognitive Socialisation – on the Process of Acquiring Cultural Tools of Thinking
Abstract
Culture shapes the properties of human cognition mainly due to the fact that the ontogenetic human development is based on the interaction with the products of culture of a particular society in which a child is raised. Such interaction not only includes using the cultural resources of knowledge and skills, and acquiring language symbols with their ways of valuing and interpreting the world, but it also includes the internalisation of particular types of discursive formations through which typically human abilities to metacognition, re-description of cognitive operations, and dialogic thinking, are developed. In this sense, we may speak of the child’s “cognitive socialisation” as the process of growing into the culture of thinking of a given community. The main objective of the article is to show the way such socialisation functions in the family environment: from the broadest – polyadic aspect (understood as “apprenticeship in culture”), to the most profound, personal aspect understood as the “acquisition” of cultural procedures and tools of thinking. Based on the systematic analysis of the available literature and examples of children’s utterances, the author presents typical features of family interactions facilitating building the cognitive scaffolding, as well as the signs of the process of familiarizing thinking tools in play that make it possible for the parents to consciously watch and stimulate little child’s cognitive development in the situations that are natural for the family.
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