It is the main source of transmitting knowledge, and attainment of skills allows children to acquire the tools needed to be successful in the understanding of cultural values and practices. Language barriers can slow down a child's learning speed, even if it does not slow down their learning capability (KidsMathTV 2021).

Authority exercised at home, models the relationship the child is to have with providers and other adults outside of the home (KidsMathTV 2021).

Authoritarian and Authoritative Parenting styles both set specific expectations for their children and respond to misbehavior, but while authoritative parenting carries a more warm, attentive, and respectful approach to mistakes that allow room for error, authoritarian parenting often results in harsh and commonly unattainable expectations. Difficulties in connection to learning can also be seen in children from parenting styles that are uninvolved or permissive.

Children who are spanked a lot, will internally seek "spanking" from the teacher to feel successful in their learning (KidsMathTV 2021).

Families that prefer a reading culture over a mathematical may create a greater interest in children to prefer writing and drawing activities over building ones.

Further familial values, skills, and attitudes effect how children approach different subjects and situations outside of the home environment.

One example of this is the ability to communicate. Vygotsky believed that our inner speech was derived from external speech and that both develop each other until they inevitably become independent.

The Framework for effective teaching practices supports school readiness for all children.

Teachers play a vital role by using their interactions to maximize learning, foster thinking skills, help children to engage with materials and their environment, and deepen children's knowledge and understanding.

Under the Framework are Four teaching strategies:

1. The Scientific Method-Under this method teachers lead activities and encourage experiences that expose children to the scientific method. Children observe, predict, experiment, come to conclusions, and have opportunities to re-visit. (Exploring what different apples may taste like).

2. The Problem-Solving Method-Teachers create situations that require children to brainstorm. Children accumulate many ideas, create a plan, and then carry it out. (How to build an obstacle course).

3. The Application Method-Simply put, children apply their knowledge. Under this approach, teachers take note of children's interests and curiosity and then use this data to connect everyday experiences to their prior knowledge. Routines and activities are key in the success of this approach as it requires a provider to be purposeful in planning and/or productivity.

   (Children find worms all over the school yard after a hard rain. The provider brings in materials about rain, worms, and life cycles).

4. The Project Approach Method- This method helps children to develop and ask questions. Using three phases, children explore their curiosity about a topic, formulate questions related to the specific topic, and finally play ways to show others what they asked and what data they collected. (Children are curious about how mail works. This may include visiting a post office or mailing letters to family).

(Administration for Children and Families 2015)

Infants become securely attached when their parents respond sensitively to them, reinforcing the infants’ confidence that their parents will provide support when needed. Infants become insecurely attached when care is inconsistent or neglectful; these infants tend to respond avoidantly, resistantly, or in a disorganized manner (Belsky & Pasco Fearon, 2008). Such insecure attachments are not necessarily the result of deliberately bad parenting but are often a byproduct of circumstances (Thompson, R. Social and personality development in childhood)

Ex. A child who is not changed when soiled, may be difficult to conduct diaper changes on and may later refuse to potty train.

It is at this time that theory of mind is also developing as infants can determine mood changes and perceive the wants and needs of others.

These experiences later impact and shape our personality contributing to vital factors of our environment that aide in the building of our characteristics and future temperament.

As our conscience builds, so does our ability to take in and consider more information from the world around us. The thoughts, feelings, and considerations of the world and our peers begin to mean more. How we view ourselves, our ability to influence the direction of our lives, and our desire to articulate our likes and dislikes begins to become exceedingly important.

In the first zone lays the things we are able to do on our own, the middle zone are the things that we are able to do with the help of an adult, friend, aide of technology, or "other more knowledgeable adult". The final zone are the things that we are unable to do, whether we have help or not.

A reason for this could be a previous skill not attained (i.e. A child cannot run before they gain the physical skills to crawl).

This is not the case. The role of the teacher is to get to know the needs and skill levels of the learners in their class. Using the example in the video above, is it developmentally appropriate to teach the concepts of the ABC's, (letters vs. numbers, tone, beat, rhyming words, ending sentence) to children who do not yet first understand the concept of song, pattern, or have not obtained the skill or interest to sing?

The role of the teacher is to support the gap of what knowledge a child may have and attainment of the skill they seek to acquire.