Theoretical literature strongly points to a role of social and other environmental factors in predicting academic outcomes (Shaffer & Kipp, 2010; Condron, 2009; Panofsky, 2003). According to Shaffer & Kipp (2010), while behaviourist learning theories consider the environment and child-specific circumstances are inconsequential learning, Piaget’s theory of cognitive development and Vygotsky’s sociocultural theory consider linguistic, emotional, cognitive, and social development to be complementary processes that shape children’s growth and literacy. Vygotsky and Piaget’s theories emphasize the interaction between nurture and nature in learning and development. Piaget believed that children were moulded by their interaction with the environment, ...
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