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Compare and contrast Socialdarwinism and Marxism based on the reading
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Social Darwinism and Marxism
Social Darwinism is derived from the theory of evolution that states that man evolved from a less sophisticated being to the Homo Saipan species. The evolution of human beings is defined by the need to adapt to a new environment through the development of a more advanced brain. This means that human beings are competitive animals who have to be fit in order to survive in the harsh ecosystem. The belief in the theory whose principles are based on science is known as Social Darwinism.
Social Darwinism not only based on evolution, it seeks to define the levels of hierarchy amongst human beings. The classification of human beings singled out some of the races such as the blacks and the native Indians as inferior stating that they bared the most resemblance to the apes. This thus put the white man at the top of the hierarchy in terms of intelligence. Most of these theories were extensions of Darwin’s theory which had created the distinction between the superiority in relation to the development of different apes.
The theory of evolution is based on the change of the intellectual capacity of the human beings through the growth and development which was enabled by the invention of equipment to ease their lives. Social Darwinism is the result of the evolution of the Darwin theory to a more complex philosophy that was marked by the eradication of all the races which were viewed as inferior. Some of the leaders who adopted these theories were Hitler and the members of the KKK who were intent on promoting white supremacy to the extent of dedicating their lives to the belief of their cause.
Marxism can be defined as the emphasis of maintaining a socialist lifestyle that focuses on the having a one party state thus eliminating capitalism. Most of the theories of Marxism borrowed their principles from the book of Darwin. Despite this, Marxism sort to acquire a new identity in that members do not recognize the need for the creation of hierarchy amongst all the races.
Founded by Carl max, Marxism proved to take a more political standpoint in that it was introduced to the system of official governance for most of the countries that chose to adapt it. Marxism did not emphasis the importance for the struggle for survival. It instead paid tribute to working together as a community so that all the members of the community can get the same benefits. Providing equal opportunities for all individuals discourages competitiveness. People who chose to follow the laws of Marxism were defiant of all the rules capitalism which was associated with the exploitation of the unfit members of the society. The promotion of socialist states was thus ideal in that it promoted oneness amongst the members of the society.
In conclusion, the adaptation of the laws of evolution was enabled by the belief that man was able to improve on their ability to perform a certain task. This in turn led to the creation of distinction amongst human beings in general. Marxism, that once had a close association with the theory of evolution, ventured into a different path that turned up to defy all the theories that Social Darwinism stood for. This in turn gave rise to two influential theories that have been transformed into a way of life to date.
Signature Assignment 1- Vignette Template
Pima Community College
Early Childhood Education
Signature Assignment 1- Vignette Template
(Your Name)
Using your knowledge of young children’s characteristics and needs, develop an analysis of the vignette. Use at least 3 references for your analysis, and cite them following the text, in paragraph form (APA style), where applicable. Include a full APA list of the references after the table. Also complete the “check your work” table at the end, as a way to self-evaluate your own work.
Vignette # ___2 Toddler____
Domain Characteristics of the child’s Possible influences that impact this area of development Ideas to support and enhance a healthy, respectful, supportive and challenging learning environment for this child Developmental theories that support why you chose the ideas for the learning environment
Physical development Physical and motor cognitive development is influenced by her love for music and dancing. The toddler is also large for the age and his physical development is manifested or portrayed by enjoying rough plays and tumble with the father.
The toddler’s surrounding provides an environment to engage in physical and motor development through music. He also has a father who is around most of the time and gives him attention to engage in rough and tumble plays. The dad is responsible for his rough physique. Also, as the only child, he does not have a playmate as he barely goes to out to play or engage with other kids. These conditions may be responsible for his aggressive, rough and tumble-play behavior The child’s physical development should be defined by child plays and not specifically attention or playing by the further. At least, there are other forms of activities for improving his physical development like providing toys that have moving part, playing games and using songs with dancing. As the toddler is quickly developing, other ideas include an encouragement for building tower, blocks, playing with other kids or follow-the-leader plays with the toddler. Others should include providing opportunities for exploring things through going on a walk, or even wagon riding
Physical development is about the parent’s commitment to ensuring that the home environment and surroundings are fit for positive physical development. This follows the Vygotsyk’s Sociocultural Theory to which active learning among children is by providing opportunities for hands-on experience (Shute & Slee, 2015). Caregiver is also crucial in this development because learning is perceived as a social process
Cognitive development
The child’s characteristics that impact his cognitive development is his curiosity. Especially, he makes time and engages with his favorite board books and uses this opportunity to read and make sounds of the animals while reading through the books. This aspect of development is also influenced by his investigative characteristic, a child who loves investigating the surrounding Nathan’s cognitive development is influenced by the availability of learning materials at home. For instance, the parents have acquired him board books to help him read through. He engages with the learning materials which help to develop abstract ideas, especially making animal sounds when reading about the books
Nathan’s cognitive development could be improved through various means. One of such is by naming shapes and colors, pointing at points, provision of simple directions. Hide and seek games with the mother can also help with his situation, stepped directions. Other ways include sing-a-longs, identifying noises, practicing alphabets, offering choices, practicing counting, and providing a variety of games
Cognitive development is attributed to Piaget’s Theory. Nathan is in the first stage of development. In this case, below 2 years, toddlers will be learning through sensations and movements, learning about the world through listening, grasping or observing (Richardson, 2019).
Social/emotional development
Nathan likes to engage and associate with other toddlers but has a problem of expressing himself. Since he likes checking them out, he is mean and aggressive towards them. His aggressive behavior includes kicking the cat. A concern is emerging about his aggressive behavior.
The environment at home is responsible for his cognitive development. As such, there are no children in the surrounding to play with and the mother pays less attention to help with the child’s cognitive and emotional development. He barely attends playgroups, a responsibility of the parents, while the surrounding within the community does not provide this opportunity either are there are no other children within the neighborhood or vicinity to play with. Furthermore, the only playmate is the father to whom has internalized the aggressiveness and roughness through tumble game.
Activities for sharing, turn-taking and group work should be encouraged for Nathan. He should also be provided with books about emotions, empathy, cooperation, helping one another. Sharing include group meetings, snacks, taking him to the playground. His closet should also include many toys and playing materials promoting social interactions including balls, blocks, cars, board games, and trucks
Sharing and engagement with others is derived from Bowlby’s Attachment Theory who conceptualized that early attachment between the child and the caregiver profoundly influences their social relationships (Slee & Shute, 2014).
Vignette #3 Preschooler
Domain Characteristics of the child’s… Possible influences that impact this area of development Ideas to support and enhance a healthy, respectful, supportive and challenging learning environment for this child Developmental theories that support why you chose the ideas for the learning environment
Physical development
Justin has fully physical development and engages in motor cognitive activities like fixing puzzles and shapes. He portrays excellent coordination of hand, eyes and also has equally developed his language to ask questions.
The learning environment supports his physical development. The teacher provides age-appropriate activity to enhance this development, stays around to provide support and also places him with other children for interactive learning
Follow the leader activities, interactive group puzzle solving like building tower and fixing shapes. The teacher should at least provide group activities. Yet, some activities (involving only one child), should be provided with teacher supervising and supporting or guiding him through
The need for autonomy is because at preschool stage, children are more focused on personal control as well as sense of independence over their physical prowess and skills. This is aligned with Erickson’s 8 stages of development (Slee & Shute, 2014).
Cognitive development
Justin shows a sense of enthusiasm towards learning new concepts and abstract ideas. Although not fully developed, he is determined to learn. He also seeks approval and praise for what he has accomplished. He is committed to learning and seeks support from the teacher. At least, he is at advanced stage of cognitive development, especially learning about abstract concepts like three-dimensional puzzle
The classroom environment and setting provides support and necessary activities for cognitive development. The three-dimensional puzzle activity, as such, is specifically aimed at improving the child’s cognitive functioning and ability. The teacher’s support is equally evident, with relationship established with the students. Yet, there is limiting opportunity for relationship and engagement with other learners like Sarah.
Practicing shapes and colors will provide more opportunities for development. However, these should be guided and instructional activities that involve the teacher paying close attention to Justin. She should, for instance, pair him in activities with Sarah but again, provide some activities whereby he can specifically work alone
The suggestions are embedded in the pre-operational stage of Piaget’s theory of cognitive development. During this stage, children have learned to use language. They cannot comprehend concrete logic, hence, only Puzzle activities for abstract knowledge are recommended. It is also about children not able to find mental manipulation information (Slee & Shute, 2014).
Yet, Bandura’s Social Learning Theory is the reason for recommending social support from the teacher since teachers are like caregivers and the support is needed as children learn through simple observation and modeling (Richardson, 2019).
Social/emotional development
It is evident that Justin’s social or emotional development is in development. He only has trust in the teacher and not his peers. He is aggressive towards Sarah and likes to keep work to himself and as such, not attuned to sharing The presence of other children in the classroom environment supports social development through interaction. The teacher is also around to offer support; emotional attachment and assurance that Justin needs to develop emotionally. The class activity which involves solving word puzzle helps to towards sound emotional development by improving the child’s self-esteem Interactive activities are necessary because Justin is harsh towards Sarah
The teacher should also provide class materials and books that focus on empathy, sharing, caring and interaction
Sharing and engagement with others is derived from Bowlby’s Attachment Theory who conceptualized that early attachment between the child and the caregiver profoundly influences their social relationships (Slee & Shute, 2014).
APA Reference:
Richardson, K. (2019). Models of cognitive development. Psychology Press.
Shute, R. H., & Slee, P. T. (2015). Child development: Theories and critical perspectives. London: Routledge.
Slee, P. T., & Shute, R. (2014). Child development: Thinking about theories texts in developmental psychology. London: Routledge.
Compare and Contrast Modern Standard Chinese in Taiwan and Mainland China
Compare and Contrast Modern Standard Chinese in Taiwan and Mainland China
Modern Standard Chinese is a mandarin dialect that emerged among various mandarin speakers and other Chinese varieties. The language was designated to be be a major language in the Mainland China and Taiwan. Beijing was used to form the basis for what is now referred to as Modern Standard Chinese, or Guoyu. Guoyu means national language (Chen, 1999). However, it is also frequently termed as Putonghua, to denote a phrase translating to common language by the Chinese in the Mainland China. In Taiwan, Modern Standard Chinese is also used as the official language. About 10% of mainlanders in Taiwan speak Guoyu, mainly made up of immigrants from the Chinese Mainland who arrived in Taiwan in the mid-20th century (Class Notes). Even in Taiwan, Guoyu (Mandarin) is the official language. The official spoken language of the People’s Republic of China is Modern Standard Mandarin Chinese, which is a dialect of the Chinese language. Taiwan also has it as its official language, and it is a dialect of Mandarin.
Modern Standard Chinese, from the official point of view, serves the role of a lingua franca, allowing speakers of the several mutually unintelligible varieties of Chinese, as well as members of China’s ethnic minorities, to communicate and engage with one another (Kubler n.d.). The mere phrase Pinghuà, which literally translates as “common speech,” helps to emphasize this idea further. Due to the fact that Standard Chinese is believed to be a “public” or “universal” lingua franca, different Chinese dialects and even non-Sinitic languages have suffered as a consequence of the standard’s rise to prominence (Chen, 1999). The use of Mandarin as a language of instruction in the educational system and in the media on both the Chinese mainland and in Taiwan has contributed to the spread of the language in both countries. Mandarin is now spoken by an overwhelming majority of people on the Chinese mainland and in Taiwan, but with considerable regional or individual variances from the standard in terms of pronunciation and vocabulary (Zhang, 2013). Taiwan has a diverse range of languages and sub-dialects, which contrasts with the variety of languages and dialects that exist in China. As a consequence, there are significant disparities between the two nations’ cultures.
Modern Standard Chinese is a tonal language which features topic-prominence in its subject and verb order and organization. The language also features more initial consonants with notably fewer vowels. Other varieties have final consonants and tones. One must distinguish between both the sound structure in a range and the real pronunciation in that variation. Some of the speech sounds of terms selected for use in the standardized language do not always correspond to those used in the Beijing dialect entirely. There are few instances when standardized discrepancies (not accents) occur across different dialects, like as between Putonghua and Guoyu, however they are seldom. The vocabulary of Mandarin dialects in general, as opposed to specific dialects. This implies that any slang and other features considered to be “regionalisms” are barred from participation (Chen, 1999). On the one hand, the vocabulary of all Chinese variations is highly similar, particularly in more technical domains such as science, law, and government. On the other hand, the vocabulary of all Chinese varieties is very different. It is possible to distinguish in Modern Standard Chinese between the grammar and idiom of exemplary modern Chinese literature, such as the work of Lu Xun, and the grammar and idiom of “vernacular” literature (báihuà), which is a term that refers to literature that is written in a more informal style (báihuà) (Zhang, 2013). Classical Chinese grammar and use, on the other hand, is the most prominent in modern written vernacular Chinese, which is based on a loose combination of northern (predominant), southern, and classical grammar and usage. The official Standard Chinese structure differs from the street Beijing dialect structure in this way as a result of these considerations.
References
Chen (1999). Modern Spoken Chinese: Establishment and Promotion of Modern Spoken Chinese
Class Notes. Promotion of Modern Standard Chinese after 1945.
Kubler, C. C. (Some Differences Between Taiwan Mandarin and Textbook Mandarin.
Zhang, Q. (2013). Language Policy and Ideology: Greater China.