PHILIPPINE NORMAL UNIVERSITY NORTHLUZON

The National Center for Teacher Educationz

The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

How does social environment impacts

child’s behavior?

SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

ANQUILLANO, RUSSEL O.
LIBAN, ABEGAIL P.
LONTOC, STEPHEN MARC T.
NATIVIDAD, IRISH H.
SEMBRANO, JAYZEL L.

II BECED-A
 PHILIPPINE NORMAL UNIVERSITY NORTHLUZON
The National Center for Teacher Educationz
The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

The Influence of Social Environments

on Child Development at the
Preschool Age

SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

ANQUILLANO, RUSSEL O.
LIBAN, ABEGAIL P.
LONTOC, STEPHEN MARC T.
NATIVIDAD, IRISH H.
SEMBRANO, JAYZEL L.
 II BECED-
PHILIPPINE NORMAL UNIVERSITY NORTHLUZON
The National Center for Teacher Educationz
The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

Effect of Social Environment on

Child’s Development

SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

ANQUILLANO, RUSSEL O.
LIBAN, ABEGAIL P.
LONTOC, STEPHEN MARC T.
NATIVIDAD, IRISH H.
SEMBRANO, JAYZEL L.
 II BECED-

PHILIPPINE NORMAL UNIVERSITY NORTHLUZON

The National Center for Teacher Educationz
The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

What can teachers do to make the

classroom environment more
conducive to children’s learning and
development?
SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

ANQUILLANO, RUSSEL O.
LIBAN, ABEGAIL P.
LONTOC, STEPHEN MARC T.
NATIVIDAD, IRISH H.
SEMBRANO, JAYZEL L.
 II BECED-
ARTICLE 1

How does social environment impacts child’s

behavior?
Sawan Kumar @SawanSEP 14, 2020, 17:21 IST

PAGES: 2

I. INTRODUCTION

The social environment is a powerful force in shaping the behavior of children, akin to molding
wet clay into a desired form. From the intricacies of family dynamics to the broader strokes of
cultural influence, every aspect of a child's surroundings contributes to their behavioral
development. While genetic factors and biological processes lay the foundation, it is the
environment that dictates how children navigate their newfound mental abilities and emotional
landscapes. As children immerse themselves in their social milieu, they absorb and emulate the
behaviors of those around them, molding their own social conduct accordingly. This environment
encompasses not only physical surroundings like housing and education but also the social
structures that dictate interactions and relationships. Positive social environments foster trust,
respect, and mutual satisfaction, laying the groundwork for healthy behavioral patterns.
Importantly, these skills are not solely innate but can be actively taught and encouraged by
parents and teachers, extending from the classroom to the playground and beyond. Support from
peers, teachers, and parents further fuels children's motivation, both academically and socially.
Ultimately, the social environment serves as a crucible in which children's behavior is forged,
shaping their character and actions for a lifetime.

II. SUMMARY/ IMPORTANT POINTS

The social environment significantly shapes a child's behavior, from family structure to cultural
influences. Children learn by imitating those around them, and their social surroundings heavily
influence their social behavior. Factors such as housing, education, healthcare, and community
spaces play a crucial role. Positive social relationships, both within the family and the broader
community, are essential for a child's development. Social skills can be actively taught by parents
and teachers, reinforcing positive behaviors across different settings. Support from peers,
teachers, and parents boosts a child's motivation and interest in various goals. Ultimately, the
behaviors learned in childhood persist throughout life, shaping an individual's character and
actions.
III. EVALUATION/CRITIQUE

This article provides a comprehensive overview of how the social environment impacts a child's
behavior, offering valuable insights into various factors influencing development. One of the
strengths of the article lies in its analogy of children as wet clay, illustrating how they are shaped
by their surroundings. The emphasis on the role of the social environment in shaping behavior,
from family dynamics to cultural influences, is particularly noteworthy. Additionally, the
discussion on how children learn through imitation and observation, as well as the importance of
positive social relationships, adds depth to the understanding of behavioral development.

However, there are some contradictions and gaps in the text that warrant consideration. While the
article acknowledges the significance of the social environment, it does not delve deeply into
specific examples or empirical evidence to support its claims. For instance, while it mentions that
social skills can be actively taught, it does not provide concrete strategies or studies to
demonstrate this assertion. Moreover, the article could benefit from addressing potential
limitations or alternative perspectives on the topic, such as the role of individual differences in
shaping behavior despite similar social environments.

Furthermore, the article could provide more clarity on certain points, such as the assertion that
positive social relationships increase motivation without specifying how this relationship is
established or maintained. Additionally, while the article highlights the importance of social
relationships within the family and community, it does not explore the potential impact of
broader societal factors, such as socioeconomic status or cultural norms, on children's behavior.

Overall, while the article offers valuable insights into the influence of the social environment on
child behavior, it could be strengthened by providing more empirical evidence, addressing
potential limitations, and exploring alternative perspectives. By doing so, the article could
enhance its credibility and contribute more effectively to the field of developmental psychology.

IV. CONCLUSION

In conclusion, the article highlights the significant impact of the social environment on a child's
behavior and development. It emphasizes how children, akin to wet clay, are molded by their
surroundings, including family structure, cultural influences, and physical surroundings. The text
underscores the importance of positive social relationships, which are fundamental for a child's
well-being and behavioral development. Additionally, it acknowledges the role of parents,
teachers, and peers in shaping children's social skills and motivation.

The article effectively argues that the social environment plays a crucial role in determining the
quality of a child's relationships and their overall life satisfaction. It suggests that by fostering
positive social environments, we can enhance children's ability to navigate challenges and thrive
in various settings.

However, while the article provides valuable insights, it could benefit from more empirical
evidence and specific examples to support its claims. Additionally, addressing potential
limitations or alternative perspectives would further enrich the discussion.
 PHILIPPINE NORMAL UNIVERSITY NORTHLUZON
The National Center for Teacher Educationz
The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

The Influence of Social Environments

on Child Development at the
Preschool Age

SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

SIMON, JAMAICA C.
CARIAGA KRISTINA M.
FLORES, BOOTS JHAZON S.
CARABBACAN, ZHYRINE C.
AMIN, JAYCHELLE M.
 II BECED-
ARTICLE 2

The Influence of Social Environment on

Child Development in Preschool Age
by Monika Žumárová on 23 August 2016.
Pages: 7

I. INTRODUCTION

Definitely requires a complex analysis of the subject, i.e. to take into account all of the attempt to
know and understand such a complicated organism as a human being factors which can affect the
development of one’s personality, which influence and condition one another and which are
necessary to ensure the right and complete development of every one of us.
“A human being is defined as a social being, however s/he is also a biological being, which is
made evident by his/her physiological needs and bodily functions. In this sense, people are
natural and social beings at the same time, though they satisfy their natural physiological needs
(such as the need for nourishment) in a culturally determined ways (food preparation, dining).
The biological determination is a matter of being a certain animal species, having its specific
bodily form and functioning of the nervous system, e.g. the unique anatomical and physiological
features of sense organs.” (Nakonečný, 1997, 20) The biological determination includes all the
above mentioned inner factors, which contribute to the formation of human personality.
Another important influence is exerted by the sociocultural environment, which we are not free
to choose. It is not in our power to choose our mother or father, neither the country nor period
that we grow up and live in. As for the acceptance of the culture of a given society, referred to as
the so-called acculturation, it is a process in which we learn to accept specific forms of
behaviour, values, moral norms and language. It determines the knowledge, which a person has
to acquire in order to be able to live in the way expected by the society. (Kraus 1999, 61)
The character of the cultural environment into which a person is born and in which s/he lives
differs from the character of the natural environment. The cultural environment is created
artificially and it determines human psyche in a specific kind of way. Social aspects are
particularly prominent in the development of a child, in which case the primary influence of the
culture is mediated by his/her family. The family teaches the child to understand the world of
human symbols, customs and values and they introduce him/her into the life in a specific society
and cultural environment. This process of learning the ways of social life is called socialization.
Socialization happens through social learning, which tkes place in social situations requiring the
desirable, i.e. socially acceptable behaviour. The mental base reflecting the social experience of a
child is the so-called basal personality which is firmly connected with emotions related to the
parents’ relationship with the child as well as the strategy of family education. It is in the period
of early childhood, in which emotions have the key influence on the experience forming the
personality, where the permanent personality features appear. That is why this very period is
connected with the risk that insufficient emotional base should result in irreparable damage to the
personality. (Nakonečný 1997, 128-129) Emotional deprivation in this critical period of
development results in the formation of an aggressive, emotionally unstable and insecure
personality.
It is not only the influence of culture, which should be taken into account, but also the important
influences of subcultures – cultural patterns of different small groups such as religious or
political organisations, sects or feminist and other movements. These groups can affect certain
individuals in a significant way, which may lead even to fanaticism or the destruction of the
personality.
In spite of the immense influence of the environment, every human being constructs his/her own
image of himself/herself and the world, actively affects his/her environment and contributes to
the formation of his/her personality. “That is why socialization in a given environment does not
produce people with identical personalities, but diverse individualities.” (Čáp, Mareš 2001,
54)
The theories of personality explain and describe the level and types of influences on the
formation of personality. There are many such theories to be found in literature. Some of them
share a common basis, others are fundamentally different. The development of
a personality is a complicated process. Besides the external and internal conditions contributing
to it, it is important to mention the mechanisms of mental development, which are absolutely
necessary for further development of human personality.

II. SUMMARY/ IMPORTANT POINTS

Introduction to Social Environment Influence: The article introduces the concept of social
environment's impact on human development, highlighting the interplay between biological
determinants and sociocultural influences.
Socialization and Family Dynamics: It discusses how family serves as the primary agent of
socialization, shaping a child's understanding of societal norms, values, and behaviors.
Emotional deprivation during early childhood can lead to long-term effects on personality.
Cultural and Subcultural Influences: Beyond the family, various subcultures also play a role
in shaping individuals' beliefs and behaviors. Religious, political, or ethnic groups can
significantly impact a child's worldview and identity.
Theoretical Perspectives on Personality Development: The article explores different theories
of personality development, acknowledging the complex interplay of internal and external
factors in shaping individual identities.
Role of Environment in Education: It discusses the situational and educational functions of the
environment in the context of learning and development, highlighting how environmental factors
can support or hinder educational outcomes.
Social Learning and Socialization Stages: The article delineates stages of socialization,
emphasizing the transition from egocentric to socialized thinking. It discusses various
mechanisms of social learning, including imitation, reward/punishment, and observational
learning.
Research Project and Findings: The study aims to assess how the social environment
influences preschoolers' personality formation and readiness for school. Through observation,
questionnaires, and finding tests, the study examines factors like family economic status, cultural
background, and school readiness.
Research Questions and Answers: It poses research questions related to the impact of
economic status, nationality, age, and school readiness on children's development. Findings
suggest correlations between socioeconomic status and leisure activities, adaptation challenges
for children of other nationalities, and the influence of family environment on school readiness.
Implications for Preschool Education: The article concludes that social environment
significantly influences a child's personality development, advocating for a deeper understanding
of how family dynamics, cultural backgrounds, and socioeconomic factors shape children's
learning and readiness for school.

lll. EVALUATION/CRITIQUE

Thoroughness of Analysis: The article delves deeply into various aspects of social environment
influence, drawing from theories of human development, socialization processes, and cultural
influences. It provides a thorough theoretical framework for understanding the complexities
involved in the formation of a child's personality.
Research Methodology: The research methodology employed, including observation,
questionnaires, and finding tests of preschool readiness, appears to be appropriate for the
research objectives. However, there could be limitations in the small sample size and the
potential for subjectivity in observational data.
Integration of Theory and Practice: The article effectively integrates theoretical concepts with
practical observations from the field. By linking theoretical frameworks with real-life examples
and empirical data, it enhances the understanding of how social environment influences child
development.
Identification of Socioeconomic Factors: The article appropriately identifies socioeconomic
factors as influential in shaping the ways children spend their free time and their readiness for
school. This recognition is crucial for addressing disparities in opportunities and outcomes
among children from different socioeconomic backgrounds.
Multicultural Perspective: The inclusion of children from diverse nationalities in the research
sample adds depth to the analysis and acknowledges the impact of cultural factors on child
development. However, the article could have provided more nuanced insights into how cultural
diversity influences socialization processes.
Recommendations for Future Research: The article concludes with recommendations for further
research, acknowledging the limitations of the current study and suggesting avenues for future
exploration. This demonstrates a commitment to ongoing inquiry and refinement of
understanding in the field.
Clarity and Organization: Overall, the article is well-organized and clearly written, making it
accessible to readers interested in the topic of child development and social environment. The
research questions are clearly articulated, and the findings are presented in a logical manner.
Limitations and Room for Improvement: While the article provides valuable insights, there are
some areas where it could be strengthened. For example, a more nuanced discussion of the
interplay between biological and environmental factors in child development could enhance the
depth of analysis. Additionally, addressing potential biases in data collection and interpretation
would further strengthen the validity of the findings.

lV. CONCLUSION

In conclusion, this article makes a valuable contribution to the understanding of how social
environment influences child development in the preschool age. Its integration of theory,
research methodology, and practical observations provides a comprehensive analysis of the topic.
However, there is room for further research and refinement to address limitations and enhance
the robustness of the findings.
 PHILIPPINE NORMAL UNIVERSITY NORTHLUZON
The National Center for Teacher Educationz
The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

Effect of Social Environment on

Child’s Development

SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

SIMON, JAMAICA C.
CARIAGA KRISTINA M.
FLORES, BOOTS JHAZON S.
CARABBACAN, ZHYRINE C.
AMIN, JAYCHELLE M.
 II BECED-
ARTICLE 3

Effect of Social Environment on Child’s

Development
Manjulaben L. Chaudhary

Issue: 6, June 2015

Pages: 3

l. INTRODUCTION

An individual’s social environment, including the social relationships an individual makes within it, can
also have a profound impact on the quality of parenting, which in turn affects a child’s health
development and future achievements. Inclusive social environments which provide support to parents
have been shown to enhance parents’ capacity to care for their children and in doing so promote better
child health and development. They have also been shown to have a positive effect on the family system,
and families who are well connected to networks of supportive individuals are better able to cope with
factors which may negatively influence their health.

ll. SUMMARY/IMPORTANT POINTS

The impact of a child’s social environment on their development is profound and multifaceted, as outlined
by Manjulaben L. Chaudhary. Positive social environments, characterized by supportive relationships and
inclusive communities, foster better parenting practices, leading to enhanced child health and
development. These environments not only shape social behaviors and relationships but also influence
cognitive development, educational attainment, risk-taking behavior, and emotional well-being. Children
living in such environments exhibit better academic performance, reduced risk-taking behavior, and
greater psychological resilience. Furthermore, the quality of parenting, influenced by social relationships,
plays a crucial role in a child’s overall development. Encouraging family rituals and routines, balancing
work and family life, and improving parenting skills are suggested strategies to create a nurturing social
environment conducive to child development.
lll. EVALUATION/CRITIQUE

Manjulaben L. Chaudhary’s article provides a comprehensive overview of the significant role of social
environments in child development. One strength of the article is its thorough exploration of various
aspects of social environments, including social relationships, cognitive development, emotional well-
being, and motivation. The author effectively highlights the importance of inclusive social environments
in promoting positive parenting practices and fostering better child health and development. Additionally,
the article offers practical suggestions for parents to improve their social environments, such as
consciously encouraging family rituals and routines and balancing work and family life.

However, there are some areas where the article could be improved. Firstly, while the article discusses the
influence of social environments on various aspects of child development, it lacks specific empirical
evidence or references to support its claims. Providing empirical studies or research findings would
strengthen the credibility of the arguments presented. Additionally, the article could benefit from
discussing potential limitations or challenges associated with creating positive social environments, such
as socioeconomic disparities or cultural differences.

Furthermore, the article could delve deeper into the mechanisms through which social environments
impact child development. For example, it briefly mentions the role of parental relationships with other
adults in shaping children’s behavior, but it does not explore this aspect in detail. A more in-depth
discussion of the specific mechanisms through which social relationships influence parenting practices
and child development would enhance the article’s clarity and depth.

Overall, while Manjulaben L. Chaudhary’s article provides valuable insights into the importance of social
environments in child development, it could be strengthened by incorporating empirical evidence,
addressing potential limitations, and exploring the underlying mechanisms in more detail.

lV. CONCLUSION

In conclusion, Manjulaben L. Chaudhary’s article underscores the critical importance of social

environments in shaping child development across various domains. From fostering positive social
relationships to influencing cognitive development, emotional well-being, and motivation, the social
environment plays a pivotal role in determining a child’s trajectory. The article provides valuable insights
into the mechanisms through which social environments impact child development and offers practical
suggestions for parents to cultivate nurturing social environments for their children. However, while the
article highlights the benefits of inclusive social environments, it could be strengthened by incorporating
more empirical evidence to support its claims and addressing potential limitations or challenges in
creating positive social environments. Nonetheless, the overarching message remains clear: by
prioritizing positive social relationships, families and communities can positively influence the health and
well-being of children, ultimately contributing to their overall development and future success.

PHILIPPINE NORMAL UNIVERSITY NORTHLUZON

The National Center for Teacher Educationz
The Indigenous Peoples Education Hub
Alicia, Isabela

ARTICLE REVIEW

What can teachers do to make the

classroom environment more
conducive to children’s learning and
development?

SUBMITTED TO:
DR. PACITA SAMSOM

SUBMITTED BY:
MEMBERS:

SIMON, JAMAICA C.
CARIAGA KRISTINA M.
FLORES, BOOTS JHAZON S.
CARABBACAN, ZHYRINE C.
 AMIN, JAYCHELLE M.

II BECED-
ARTICLE 4

What can teachers do to make the classroom

environment more conducive to children’s
learning and development?
Campbell, P. H., & Milbourne, S. A. (2014).
Page 3

I. INTRODUCTION

Social Environment The term social environment refers to the way that a classroom environment
influences or supports the interactions that occur among young children, teachers, and family
members. A well-designed social environment helps foster positive peer relationships, creates
positive interactions between adults and children, and provides opportunities for adults to
support children to achieve their social goals. To create a classroom environment that supports
positive social interactions, teachers need to plan activities that take the following aspects into
consideration

II. SUMMARY/ IMPORTANT POINTS

Classroom social environments are crucial for fostering positive peer relationships, fostering
interactions between adults and children, and supporting children's social goals. Teachers should
plan activities that consider group size, composition, teacher-versus-child-initiated activities,
materials, and family involvement. Small groups allow for more interaction, while homogenous
groups teach targeted skills. Teachers should limit the number of children in a given area and
include families in planning activities. Teachers should teach specific friendship skills, recognize
emotions, and express them in socially appropriate ways. Cooperative-use toys and materials can
increase social interaction opportunities. Teachers can promote social interaction for children
with disabilities by matching them with peers with similar interests, teaching specific friendship
skills, and providing visuals and target language. They should also ensure a functional
communication system for every child. In infants and young toddlers, teachers should promptly
acknowledge and respond to their needs, promoting responsive caregiving. High-quality
environments also have spaces for exploration freely and safely, promoting interactions between
adults and children.

III. EVALUATION/CRITIQUE
In This article, children should participate in a variety of organizations for social and educational
purposes. While small groups allow for more interaction and language development, large
groups offer activities like story time, circle time, meal times, and outside time. While
heterogeneous groups give all kids the chance to develop good communication and social skills,
homogeneous groups focus on teaching certain abilities. Both teacher-initiated and child-initiated
activities should be present in a learning environment, with teachers taking into account the
things that the children like doing and offering opportunities for both verbal and nonverbal
communication.
However, It's critical to establish a rapport with families and include kids with impairments. By
pairing kids with classmates who have similar interests or characteristics, teachers can help foster
social interactions and teach friendship skills and emotional identification.
Furthermore, In order to help children with impairments develop positive interactions and
problem-solving abilities, teachers are extremely important. To frame issues positively, they
employ target language, visual aids, and encouragement of positive action.
To enable students to completely engage in classroom activities, teachers should also make sure
kids have a working communication system that they can use to express their needs and wants..
A good setting helps kids discover that they are important and that the world is predictable and
fulfilling. It also fosters safe exploration, quiet, stimulating surroundings, and safe connections
between adults and children.
Overall, This article well-designed social environment helps foster positive peer relationships,
creates positive interactions between adults and children, and provides opportunities for adults to
support children to achieve their social goals.

IV. CONCLUSION
The article's conclusion emphasizes how a child's behavior and development are greatly
influenced by their social surroundings. It stresses how children are shaped by their environment,
including family dynamics, cultural influences, and physical surrounds, much like wet clay. The
article emphasizes how crucial healthy social connections are to a child's overall wellbeing and
behavioral development. It also recognizes how peer pressure, educators, and parents shape kids'
motivation and social skills.
The article makes a strong case that a child's general level of life happiness and the quality of
their relationships are greatly influenced by their social surroundings. It implies that we can help
kids overcome obstacles and flourish in a variety of situations by creating supportive social
environments for them.
Nevertheless, as the article is based on a thorough analysis, it may be verified by actual evidence
and specific examples to support the claims made in it. In general, the utilization of potential that
is limited or otherwise available is less likely to cause problems in the future.