Contextual Theory Of Professional Development

So far in HD FS 229, we have learned about several theories that describe, explain and organize data, and make predictions addressing how children change over time. We also learned that it is important for professionals who work with children and families to be knowledgeable of these theories. Professionals may find the theories useful for everyday work, decision-making, and see themselves as better able to serve the children and families they care for.
Although we learned about several different theories, one theory that I found very interesting and beneficial in aiding in understanding even my own children’s development is Contextual Theory by a Soviet developmental psychologist, Lev Vygotsky. According to Vygotsky’s theory, cultural values,

For professionals, being knowledgeable of a theory which focuses on culture may be especially useful to best serve children and families, as we will most likely work alongside of individuals who are very different than us. According to the National Organization for Human Services, Standard 11 states, “Human service professionals are knowledgeable about the cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups (Nationalhumanservices.org). Especially if we are a professional who is able to/responsible for making important decisions that impact children or families, it is important to have an awareness of the many differences across cultures. Having a greater understanding of the cultures that we serve will encourage us to see things through the individual’s eyes, and consequently offer services and guidance which are more sensitive and tailored. For these reasons, being knowledgeable of Vygotsky’s theory which recognizes culture as playing a vital role in one’s development, will surely enable a greater possibility of the individuals we serve reaching their fullest

For this reason, it would be useful for professionals to incorporate Vygotsky’s idea that a child’s development is maximized when parents, teachers, and other adults deal with children by working within their Zone of Proximal Development (Barry, 2012). This idea refers to the times when a child is not able to perform a task on his own, but can complete the task when an experienced helper guides him. Professionals who utilize this method should understand that they will not do the whole task for the child, but instead provide scaffolding. Scaffolding is the support that adults give children as they are mastering a task (Barry, 2012). For example, our day might include teaching a child how to put together a wooden ABC puzzle. She may not be able to complete the puzzle on her own, but if we help her by suggesting she find a letter with a certain color, she may be able to find each space for some of letters. Once the child starts recognizing certain letters of the alphabet each time the puzzle is practiced, the child may need less and less help, until she can properly place every letter, on her own. Our textbook mentions that evidence indicates that when adults establish intersubjectivity by being stimulating, responsive, and