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Personal Learning Retrospe

Personal Learning Retrospective

Mulikat Ibrahim
Department of Psychology, Morgan State University
Psyc 300
Robert Haines-Hopper
January 14, 2024
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Background

Growing up, I was an inherently social child, fascinated by observing the intricate

dynamics of human interactions and behaviors. It was like watching a captivating movie

unfolding before my eyes, and at times, I found myself mimicking the actions of those around

me. Only as I grew older did I come to realize the profound impact this observational tendency

had on my own development. I grew up the 2nd child out of 6 and the only girl out of boys.I was

born to a Nigerian father and a Cameroonian mother, but they had and raised us all in Maryland.

The difference of these neighboring yet distinct West African cultures significantly influenced

my upbringing and shaped the lens through which I learned about the world. My relationship

with learning was always best as a child. I’d classify myself more of a visual learner. Two skills

that stand out for me are cooking and doing my own hair. The memories of learning to cook

from my mom are vivid, from those random Sundays where we whipped up a whole feast to the

birthday pancakes I assisted her in making for my siblings each year. Equally memorable is the

journey of learning to style my own hair. I recall the moment when my family discovered I could

braid. The loose braid I created as a 5-year-old for the first time brought so much excitement and

praise, and their admiration became my early encouragement in mastering the art of hairstyling.

These experiences not only highlight my skills but also underscore the supportive and

celebratory atmosphere within my family that fueled my learning journey in both cooking and

hairstyling. In the realm of hairstyling, Social Cognitive Theory came into play as I observed and

imitated the techniques of the women in my life. Albert Bandura's theory perfectly explains how

I learned through modeling and observational learning, absorbing the intricacies of hairstyling by

watching and imitating those around me.Likewise, in the culinary area, Vygotsky's Cognitive
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Development Theory enriched my learning process. The Zone of Proximal Development became

evident as I actively participated in the kitchen, guided by my mother in mastering the tomato

stew recipe. Vygotsky's emphasis on social interaction and collaborative learning beautifully

encapsulates how the familial context provided the scaffolding for my culinary education,

turning each cooking session into a shared experience that enhanced my skills.

Body

Lev Vygotsky was a Russian Psychologist who conducted many research experiments in

the early 1900’s. Vygotsky's Cognitive Development Theory provides a straightforward yet

profound perspective on how children learn and grow. Born out of the idea that our environment

and the people around us shape our understanding of the world, Vygotsky's theory suggests that

learning is a social process. Imagine a child learning to ride a bike, according to Vygotsky, they

don't just figure it out on their own but are guided and supported by those who have mastered the

skill. This theory introduces the concept of the Zone of Proximal Development (ZPD), which is

like a learning sweet spot where a child can succeed with the help of others. In simple terms,

Vygotsky's theory says that our interactions with people and our surroundings play a crucial role

in how we learn and develop.

Vygotsky's Cognitive Development Theory played a subtle yet significant role in my

culinary education, particularly when it came to mastering my mom's cherished tomato stew

recipe. Growing up, I was a keen observer of my mother's culinary skills, frequently immersing

myself in the vibrant memory of sights, sounds, and aromas that characterized her kitchen.

Vygotsky's emphasis on the importance of social interaction and observational learning

resonated with my experiences as I watched my mom navigate the intricate steps of preparing
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her signature stew. The rich tapestry of ingredients and the rhythmic sequence of her culinary

ballet became ingrained in my memory, transcending mere observation to active participation.

This process of guided participation, like Vygotsky's zone of proximal development, allowed me

to gradually internalize the intricacies of the recipe through collaborative efforts with my mother.

As I ventured into replicating her tomato stew, the shared cultural and familial context became

the scaffolding that supported my learning, underscoring the enduring influence of Vygotsky's

cognitive development principles in my culinary journey.

As I embarked on replicating her tomato stew, the shared cultural and familial context

emerged as the scaffolding supporting my learning journey, underscoring the enduring influence

of Vygotsky's cognitive development principles in my culinary exploration. The familial kitchen

became a fertile ground where the dynamic interplay between observation and participation

unfolded, providing a rich context for learning. Vygotsky's theory illuminates this culinary

learning experience by highlighting the collaborative space in the Zone of Proximal

Development where my skills thrived. Initially, a mere observer, I seamlessly transitioned into an

active participant under my mother's guidance, navigating the ZPD as I absorbed the intricacies

of the culinary process.

Language, a central element in Vygotsky's theory, played a pivotal role in my culinary

education. My mother's articulation of the recipe's intricacies through verbal communication

contributed significantly to my internalization of the culinary process. The concept of

scaffolding, illustrated vividly in my familial and cultural context, served as the necessary

support structures for my learning, mirroring Vygotsky's theoretical framework. Through this

social scaffolding, my journey to master my mom's tomato stew not only became a culinary
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triumph but also facilitated a profound understanding of the cultural nuances and shared

experiences woven into the tapestry of our culinary tradition. This stands as a compelling

testament to the enduring relevance of Vygotsky's theory in shaping the layers of my culinary

learning experiences.

Social Cognitive Theory, developed by Albert Bandura, offers a clear lens into how

people learn from observing others and interacting with their environment. Imagine a child

watching a skilled painter create a masterpiece. According to Bandura's theory, the child doesn't

just absorb the techniques through trial and error but learns by observing and imitating the

painter's actions. This theory emphasizes that learning is not only about direct experiences but

also about paying attention to the behaviors and outcomes of others. Now, let's delve into the key

concepts. First, there's observational learning, which is all about watching and imitating. Then

comes modeling, where individuals mimic the behaviors they've observed. Bandura also

introduces the idea of self-efficacy, which is a person's belief in their ability to succeed in a

particular situation. Social Cognitive Theory suggests that we learn not just from our own

experiences but by observing, modeling, and believing in our capability to achieve specific tasks

based on what we've seen in others. In essence, it's about learning by watching and believing in

ourselves.

I think the theory beautifully encapsulates my personal journey of learning how to style

my hair, a skill I acquired through the constant observation and guided practice of the women in

my life. Growing up surrounded by a diverse array of women, each with their own unique hair

routines, I found myself naturally drawn to the captivating process of hair care. Bandura's theory
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emphasizes the powerful influence of modeling, where individuals learn by observing others, and

this was precisely the mechanism at play in my hair styling education.

The process unfolded as a seamless dance, with my eager eyes attentively tracking every

twist, turn, and styling technique performed by the women around me. From my mother

meticulously braiding her hair to my aunt effortlessly mastering intricate updos, each act became

a visual lesson etched in my memory. Social Cognitive Theory underscores the importance of

observational learning, and in my case, it was a continuous and immersive experience.

Guided practice played a crucial role as well, as the women in my life generously shared

their knowledge and patiently guided me through the steps. Bandura's theory posits that learning

is not just about imitation but involves a process where individuals gradually acquire skills

through supportive interactions. Whether it was learning to create intricate braids or mastering

the art of curling, the hands-on experience, under the watchful eye of my female role models,

became an invaluable aspect of my learning journey.

As I ventured into styling my own hair, I found myself seamlessly integrating the

techniques I had observed and practiced. The theory's emphasis on self-efficacy, the belief in

one's ability to succeed in a specific situation, became evident as I gained confidence in my

hairstyling capabilities. Social Cognitive Theory not only provided a framework for

understanding how I acquired this skill but also emphasized the collaborative nature of learning,

where the wisdom and practices of others became an integral part of my own repertoire. In

essence, my journey of learning to style hair beautifully aligns with Bandura's theory, illustrating
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the powerful impact of observation, guided practice, and the development of self-efficacy in

acquiring practical skills through social learning.

In my cooking learning experience inspired by Vygotsky's Cognitive Development

Theory and my hairstyling journey influenced by Bandura's Social Cognitive Theory, I find a

beautiful harmony. Vygotsky's idea of the Zone of Proximal Development perfectly aligns with

the collaborative kitchen space where I honed my culinary skills. Simultaneously, Bandura's

focus on observational learning and modeling seamlessly connects with how I learned hairstyling

by watching and practicing. Whether mastering a tomato stew or perfecting braids, the shared

family context acted as the supportive structure in both scenarios. Guided practice played a

crucial role, echoing the principles of both theories. These experiences affirm the impact of

social learning, guided practice, and developing self-efficacy in acquiring practical skills,

beautifully aligning with the principles of these cognitive development theories.

Conclusion

As I reflect on my journey, the impact of social learning theories in shaping my culinary

and hairstyling skills becomes vividly apparent. Vygotsky's Cognitive Development Theory

guided my culinary education, turning the kitchen into a collaborative learning space. The Zone

of Proximal Development echoed in each shared cooking session, where active participation and

guidance transformed mere observation into skill mastery. The familial and cultural context

provided the scaffolding, mirroring Vygotsky's concept of social scaffolding, fostering a rich

understanding of both the recipe and cultural nuances. On the other hand, Bandura's Social

Cognitive Theory seamlessly intertwined with my hairstyling education. The emphasis on

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observational learning and modeling aligned perfectly with my experience of watching and

imitating the women in my life. The continuous and immersive process mirrored Bandura's

principles of learning through observing, imitating, and guided practice. The concept of self-

efficacy unfolded as I seamlessly integrated learned techniques, gaining confidence in my

hairstyling abilities. In both realms, the importance of guided practice, collaborative learning,

and the development of self-efficacy stands as a testament to the enduring relevance of these

cognitive development theories. Whether creating culinary delights or intricate hairstyles, the

principles of Vygotsky and Bandura harmoniously converged, shaping not just my skills but also

fostering a deep appreciation for the shared experiences and cultural nuances embedded in these

practices. In essence, my journey of acquiring practical skills beautifully aligns with the

principles of social learning, illustrating the profound impact of these theories on shaping my

learning experiences.