Resilient cultural practices for cognitive development during childhood within learning pathways with support from mediated mutual reciprocal theory

Abstract

This paper examines resilient cultural practices, informed by cultural values for cognitive development in socialisation during childhood within the learning pathways model. It argues that the active role of children in their learning is not well captured or explained by theories or even empirical data. Learning pathways as a module in this paper is significant because it orients thinking on the fact that all activities children engage in always have social, psychological, and physical implications for cognitive enrichment. The activities are driven by resilient cultural practices informed by cultural norms, beliefs, and values such as responsible leadership qualities and cultivating socio-emotional and moral balance. With the above reasoning, this paper is underpinned by an empirical study with six specific objectives supported by Mediated Mutual Reciprocity theory. The study used a mixed research design and conveniently selected a sample of 91parents and teachers whose ages ranged from 25-50 years. Based on qualitative findings, it was realized that African children are exposed to physical, social, and cultural pathways to learning. Quantitative results showed that more than 80% of the respondents attested to the fact that various resilient cultural practices in learning pathways promote cognitive reasoning, processes, skills, and strategies in children. Based on the use of the principles of the Mediated Mutual Reciprocal Theory, the study affirms the importance of children’s contributory role in their learning and cognitive development. The link between pathways, resilient cultural practices, and cognitive development highlights the significance of children’s involvement through participation.