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I. Introduction
The family as the smallest unit of the society plays an important role in the community.
One of the roles is the values formation of the children in the community. The parents, being the
head of the family have the responsibility of providing good upbringing to children as well as
giving them a safe and healthy environment. Apparently, the opposite is happening at times
Thus, it is said the environment where a child grows is said to be a factor that influences
the values formation, behavior and attitude of the child. In addition, it has also an effect on the
preferences and lifestyle of the child as he or she grows. Alongside this, the culture, which refers
to the pattern of behavior in the community is another factor that also affects the behavior the
child. Thus, if the child grows in unhealthy environment, he or she imbibes the general behavior
of the people who he or she interacts and mingle daily. This scenario is related to the
sociocultural condition of the child living in an unhealthy environment, like those living in slum
According to sociologist, sociocultural is a coined word which refers to the society and
culture. Literally, it describes people and learned behaviors but basically it describes social and
cultural factors that affect peoples way of living. In some Asian countries like Malaysia and
Philippines which constitute the worlds largest archipelago possess sociocultural characteristics.
These countries experience moving beyond ones own region of origin in order to seek better
livelihood, social hierarchy which is predominant and a well-established patrimonial
socioculture.
Marinduque is an island province in the Southern Luzon which is surrounded by the sea.
With this, majority of the peoples source of livelihood is fishing. Since most of the residents are
fishermen, the coastal area the residential areas of the community folks. The children of the
families grow in this area and imbibe the culture of the environment.
More specifically, in Barangay Balogo, one of 55 the barangays in the town of Santa
Cruz, province of Marinduque, there are families who are living along the coastal area for more
than 2 decades when the place was affected by the mining residues brought by Marcopper
Mining Industry way back 1996. With this, most of the residents living in Purok Dunggot and
Purok Labugin did not live the place and continue fishing and for many years, since then, the
socioeconomic condition of the residents are unidentified and seemed needing recovery.
Moreover, children who grew from the place have been observed to have unbecoming
behavior in the school. They are also observed to have less interest with studies and with
indifferent ways of mingling with other children in the school. Although parents are sending
children to school, they seemed to have indifferent perceptions about schooling. It is implied that
there are factors that affect the sociocultural condition of the children living along the coastal
With this premise, the researchers would like to conduct a thorough investigation to
determine the factors influence the sociocultural conditions of children living in the coastal area
of Barangay Balogo. Results will become the basis for proposing policy for the protection of the
children to access education in order for them to change the quality of their living and refine
The review of related literature and studies presents the related concepts, theories, and
researches which have bearing in the study for investigation. The literature and studies provide
information that will help to clarify and to better understand the variables to be investigated.
Sociocultural
psychologist, sociocultural refers one an approach to understanding why humans behave the way
they do. The sociocultural perspective seeks to understand human behavior and personality
development by examining the rules of the social groups and subgroups in which the individual
is a member. These rules are often unwritten guidelines that direct a person's actions. On the
other hand, the business dictionary defined sociocultural refers to set of beliefs, customs,
According to Harris (as cited by Elwell, 2013) the term sociocultural system embraces
three concepts: society, culture, and system. A society is a number of interdependent organisms
of the same species. A culture is the learned behaviors that are shared by the members of a
society, together with the material products of such behaviors. The words society and culture
are fused together to form the word sociocultural. A system is a collection of parts which
interact with each other to function as a whole. The term sociocultural system is most likely to
organizations, hierarchies, castes), and a superstructure (which is mental, like beliefs, values,
norms)
A pioneer of the sociocultural approach was the Soviet psychologist Lev Semyonovich
change the face of the field. He proposed that interactions made by children can shape and
influence both the way in which they perceive the world and their cognitive processes. The way
children learn and develop varies from culture to culture and is sometimes specific to each
individual society. While the resulting cognitive processes may be unique to each culture, the
way in which they are handed down from generation to generation is often similar.
Vygotsky cites three methods which are used to teach children skills. These tools are
imitative learning, instructed learning, and collaborative learning. A central tenet of Vygotsky's
studies is that children learn behavior and cognitive skills by dealing with more experienced
people, such as teachers or older siblings, using one or more of these three learning methods.
Vygotsky goes on to explain that in order for the sociocultural theory to work, you need four
basic principles.
Key principles of Vygotsky's sociocultural theory. Whilst there are more than four parts
central to this theory and the approach psychologists use in studying an individual, it is easy to
identify the core components that function within the theory. Development of a child is
contingent upon learning. As explained, learning is a crucial part of passing down culture ideas
By doing so, the child also acquires cognitive skills that are specific to his or her culture.
As a result, it is simple to see the second core principle; that a person's language is crucial to
their mental development. While animals may possess a form of rudimentary language, often
consisting of more basic signals, it is humans' linguistic abilities that distinguishes from other
animals and has helped to create a society full of art and thought. Therefore, the developmental
progress of a child can not be considered without also taking into consideration the child's
If a child is reared in a creative culture, the thought process and cognitive abilities of that
child will surely reflect that influence. Most interesting though, is that children are capable of
creating their own knowledge through experience and cultural tools. This knowledge is then
Childrens development of social skills is affected by the nature of their family and early
communal arrangement; or a single-parent family, the child learns social patterns and skills
within this context. Children find love and security and form attachments with people who
relatives, and neighbors; once in a school setting, they need new ways of acting, relating, and
socializing. Children who have had a strong attachment to a nurturing figure and see themselves
as separate from this nurturing figure are ready for a group situation. Children who have not fully
developed strong attachments to another person may have a more difficult time adjusting to the
The Family
Children who experience the security of loving parents and have strong attachments to
their parents are better able to reach out to relate with others. According to attachment theory,
children who enjoy a secure attachment relationship with their parents and caregivers use this
relationship as a support to venture out and explore their environment (Maccoby, 1993). They
reach out to others, return to the caregiver for support, and venture out again, going further into
the world of social relationships (Ainsworth et al., 1978). As the child confidently wanders out to
test the social waters, he enlarges his social world, expands his social contacts, and is more likely
Parents who are social themselves serve as models for their children. Children may be
able to use the image of their parents interacting with others in their own attempts to make and
be friends with other children or to cooperate and share. Socially competent parents may affect
their childrens social skill development in another way. Parents who are secure and competent
offer children a model of security from which to build their own social skills.
The nature of parent-child interactions is also related to a childs development of social
skills. Children who are raised in democratic families, where reasons are given along with the
rules, are more likely to be socially active and open-minded. Such parents explain, No hitting. If
you ask her for the truck instead of hitting, shell give it to you, or We always say thank you to
someone who does something for you, or In church, we sit quietly during the sermon so others
can hear. If you want to, you can write in your notebook or take a puzzle with you so you dont
disturb the others. These parents are more likely to have children who cooperate, share, and
On the other hand, parents who are more authoritarian, who demand obedient,
conforming, and dependent offspring, may have children who are never really comfortable
exploring the world for themselves. Often, these children fail to develop the ability to relate
Gender differences play a role as well. In one study, fathers negative attitudes toward
child rearing predicted behavior problems in children (DeKlyen et al., 1998). Fathers warmth
and control have also been related to better academic achievement for children, and interactions
with nonpaternal men can result in more prosocial behaviors toward peers (Coley, 1998).
Role of Culture
The characteristics of culture also affect childrens developing social skills (Wardle,
2001). Teachers who take the time to observe and know the culture and community in which
children live are better able to build on its strengths or work to mediate its potential negative
in the classroom. Those exposed to domestic abuse, gang violence, and petty or not-so-petty
criminals do not feel safe or secure. Their feelings of insecurity will interfere with their total
Children who experience violence in their community will need to find the following in
the preschool-primary classrooms (Gross & Clemens, 2002; Slaby et al., 1995; Wallach, 1995):
meaningful relationships with caring and knowledgeable adults; schedules and environment that
are as consistent as possible; structure and very clear expectations and limits; and many
opportunities to express themselves safely in play, art, and stories and storytelling.
All of us are affected socially and emotionally by violence, wars, threats of wars, and
terrorism (Avery et al., 1999). During these frightening, sad, and uncertain times, even children
who live in relatively safe environments are exposed to a great deal of violence.
Some children and their families have been directly and deeply affected by war and
terrorism. Even children with no direct contact with war, however, can be deeply affected.
Children who witness violence or have been personally affected by violence will express their
needs, grief, fears, apprehensions, and thoughts in different ways (Rosen, Rahay, & Rosenbaum,
2003). Some may withdraw, become irritable, or stop eating or sleeping; others may act out. Its
important for teachers to take their cues from the child. Support each child as an individual while
providing all children with the following (NAEYC, 2001): make sure routines are kept, that
children know and can depend on the structure of the day; accept childrens feelings and
behviors with support and acceptance; find ways for children to express themselves, whether
media. In schools throughout the nation you can observe children acting out the violence they
Teachers have found a number of ways to help children and their parents cope with the
prevalence of violence in childrens lives. Teachers and parents discuss the problems of
childrens exposure to media violence and work to change the media (NAEYC, 2001). They also
work with children to do the following: 1) they develop the concept of real and not real by
informing children about which stories, movies, and television shows are real and which are
not. They then ask children to determine which shows or movies are factual and which are
fantasy; 2) they foster the development of critical viewing skills for evaluating media violence;
3)they reduce television viewing; they ensure that children watch more prosocial television
programs.
Once children are in a school setting, other factors affect their social development (Berk,
2001; NRC & IM, 2000). In addition to a childs parents and family, the teacher becomes an
agent of socialization. Now the teacher and perhaps the principal set rules, limits, and standards
for behavior. Other children also become models, setting new or different standards for social
behaviors. Entrance into the school society can be difficult for young children (Seefeldt, Galper,
& Denton, 1998). Leaving home, unsure of how to manage interactions with this new socializer
and with other children, preschool-primary students can find school a miserable experience at
first. Many transition techniques have been designed and implemented to ease childrens
entrance into school. Some schools encourage parents to stay with their children for part or all of
the first few days to let the children know they are not being totally deserted. Some schools begin
by inviting a small group of children on the first day and adding another four or five each day
until the total group has been integrated. This approach allows children to get used to relating to
small groups and become familiar with the school and the new social situation before the entire
group is present. Home visits by the teacher or school visits by parent and child help ease
possible stress.
learning to become a member of a groupis ever-present in school. Children must retain their
individuality, yet they must give it up by putting the welfare and interest of the group before their
own. At school, they find they must share not only materials, toys, and time but also the attention
of the teacher. Here they learn to cooperate, see others viewpoints, and work together for the
common welfare.
The schools role during these early years is twofold. First, school experiences must focus
on strengthening the childs self-concept and feelings of individuality. Children who feel good
about themselves can make the difficult, complex adjustments necessary for group living.
Having aided the childs development of self-esteem, the school then uses this strong sense of
self as the basis for guiding children into positive group experiences where they can learn the
In the school, the focus on social skill development is threefold, revolving around the
development of the following: 1) Self-concept. Childrens feelings about themselves are the
foundation from which they learn to relate to and communicate with others; 2) Prosocial skills.
Being able to cooperate and share are necessary for forming solid relationships with others; 3)
Making and keeping friends. Children who relate to and communicate with others, sharing and
cooperating, are those who are accepted by their peers and can make and keep friends; 4)
Excerpt from Social Studies for the Preschool/Primary Child, by C. Seefeldt, 2005 edition, p.
132-136.
There are factors that influence the childs social and emotional well-being. These
include: 1) positive, caring relationships in the early years are the 'building blocks' for social
development; relationships in the early years set the stage for all other relationships in a childs
life providing the foundation for social development; 3) watch Quality of interactions video
(external link) from the Ontario Ministry of Education; and 4) secure attachment to a loving
A child who is securely attached is more self-confident and enthusiastic in exploring their
environment and more competent in mastering new challenges. This exploration provides
circumstances (their socio-cultural context), all of which will influence their childhood. Research
has shown that childrens socio-cultural context can have a large influence on their development.
We know that culture influences how children develop; across different cultures, children
often experience difficulties in later childhood because of poor attachment bonds. Development
of course involves a process of learning and improvement, and children can only learn when
others are there to support them, like parents, teachers and siblings. This does not conflict with
Piagets stage theory but does extend it to explain how some of the environmental experiences
that children receive can allow them to move from one stage to another, in line with Vygotskys
socio-cultural approach.
size, mental capacity, understanding and acquisition of new skills. The development occurs in
series and at different stages one after the other. This process needs stimulation. Werner (1988)
has argued that, Stimulation means the variety of opportunities which a child can get to
experience, explore and play with things around her. It involves body movement and touching.
Every society has different child rearing practices used to facilitate child development.
The practices depend on cultures, beliefs, and socio- economic as well as environmental factors.
These different factors influence child development as societies at the same time have different
Some societies expect to 'observe child development' when one is enrolled in primary
school. In this case, there are no interventions either formal or informal towards child's
development, despite the fact that child development is a process whereby one stage builds on
the previous one. A child in these circumstances is likely to develop poorly. Research results
indicate that most rapid mental growth occurs during infancy and early childhood and that a
child's early years are critical for forming and developing intelligence, personality and social
Child Development
UNESCO (1995) defined Child Development as ...a process of change in which the
child learns to handle more complex levels of moving, thinking, feeling and interacting with
people and objects in the environment. (Holt 1993) added that "The term applies to a global
impression of the child and encompasses growth, increase in understanding, acquisition of new
There are internal and external factors, which determine the development. The internal
factors are mainly the genes, which the child inherits from the parents, while the external factors
are environmental like health, socio-economic surroundings, family and the stimulation given.
All these factors interact together and each depend on or influences the other.
values of the respective culture; they influence the developmental goals (, e.g., characteristics
that the child should develop) and the developmental time table (age at which the child should
achieve certain abilities). Also, the behavior of the caretaker varies according to the caretakers
theories and goals often occur (Friedlmeier, Schfermeier, Vasconcellos, & Trommsdorff, 2008;
Park, Trommsdorff, & Lee, 2012; Rosenthal & Roer-Strier, 2001; Trommsdorff, Cole, &
Heikamp, 2012). These culture specific theories, goals, and practices are part of the
"developmental niche" of the child (Super & Harkness, 1997) influencing the child's
development.
Usually, caregivers' child-rearing goals and practices are part of the general goal to foster
the development of qualities and attitudes which are needed to fulfill certain roles in the society
successfully, or more specifically, in their relevant social subgroup (Friedlmeier et al., 2008).
However, not only do the caretakers beliefs and values differ between cultures, but
crosscultural research has also shown that the same parental goal or the same childrearing
practice may have very different meanings in different cultural contexts. For instance,
independence as a developmental goal may have the meaning that the child can take care of
the younger siblings or the household duties without the help of the adult caretakers. Or,
independence goals may mean that the child makes decisions on his/her own (e.g., with respect
to choosing professional training or a marriage partner). The goal of independence can thus be
related to the needs of the family or of the child (as a separate entity). Also, child-rearing
practices have a different meaning depending on the cultural context. In Japan as a group-
oriented culture, adolescents believe they are rejected by their parents when parents` conformity
The transmission of parents` developmental goals to the child has to be studied, because
cultural values do not only affect parents` developmental goals and child-rearing practices but
are also visible in values, beliefs, and behavior as part of the developmental outcomes of the next
socio-developmental, and relational influences which are also termed as transmission belts (e.g.,
Schnpflug & Bilz, 2009). These factors can foster or hinder the transmission of values between
family members.
The bulk of research of the last few years has focused on relational aspects that play a
key role in the process of transmission, focusing on the effects of relationship quality and family
climate (Roest, Dubas, & Gerris, 2009), parenting (Knafo & Schwartz, 2003; Pinquart &
Silbereisen, 2004; Rohan & Zanna, 1996) or the role of emotions (Albert & Ferring, 2012) as
transmission belts. Studies in this line of research have often drawn from the two-step model of
internalization brought forward by Grusec and Goodnow (1994) to explore how characteristics of
the parent-child relation might impact the two steps that are deemed crucial for successful value
transmission: 1) the offsprings accurate perception of a parental message and 2) the acceptance
of this message by the offspring. Schnpflug (e.g., Schnpflug & Bilz, 2009) has added a further
component in her filter model of transmission, arguing that the parental motivation to transmit a
Research has started to focus more on the role of the socio-cultural context for
intergenerational transmission of values in the family. In this regard, direct and indirect effects
can be distinguished.
Direct context effects. Firstly of all, the socio-cultural context might have a direct
influence on both parents and their childrens values. Boehnke (2001) introduced the term
Zeitgeist to describe this influence, which he defined as the current modal value climate in a
society; others have adopted the notion of cultural stereotype (Barni, Ranieri, & Scabini, 2012;
Roest et al., 2009b; introduced by Cronbach, 1955) or simply speak of shared social conventions
(Knafo & Schwartz, 2003). The influence of the Zeitgeist as an empirically measurable
variable on value orientations of both parents and their children might thus be tested directly2.
In fact, several recent studies have successfully distinguished between stereotype and unique
value similarity can be explained by a shared value climate (Barni et al., 2012; Roest et al.,
2009b).
Second, the socio-cultural context might also provide similar living conditions for
children and their parents that influence the value orientations of both by producing similar needs
and resources. As a typical example one might suggest the effect of status inheritance, meaning
that children grown to adulthood might become part of the same social class as their parents
(Glass, Bengtson, & Dunham, 1986). In a similar vein, Barni and colleagues (2012) found a
higher value similarity between grandmothers and parents compared to parents and adolescents.
This similarity vanished to a great extent when separating stereotype from unique similarity.
Thus, a large part of the high similarity between grandmothers and parents was due to a shared
(grand)parents and adult children might be more similar to each other than those of adolescents
and parents. Therefore, when comparing the transmission of values between generations in
Indirect context effects. Family relations are embedded in a certain socio-cultural context
that provides specific conditions for the transmission process. In this sense, relatively loose vs.
rather tight cultures have been described where society might be more or less tolerant regarding
the endorsement of specific values and more or less strict regarding sanctions of behavior that
deviates from social norms (Gelfand et al., 2011). In line with this, socialization contexts can be
characterized as somewhat broad vs. narrow (Arnett, 1995), the former context leaving parents
more freedom of choice regarding which values they should transmit (or not) compared to the
latter context that imposes certain constraints on families. It should be noted that the looseness
be tempted to assume that individualistic cultures are characterized by a higher tolerance for
value diversity, the very value of individualism might be less negotiable than expected. In fact,
when exploring the role of the sociocultural context for the intergenerational transmission of
values, the content of transmission and its specific valence in this context have to be taken into
account.
From a theoretical point of view, one could postulate that values that are consistent with
the culture-specific developmental pathway might be transmitted more effectively than other
values (Greenfield et al, 2003; Rothbaum et al., 2000). Several empirical studies support this
assumption. For instance, Knafo (2003) reported in a study on value transmission in Israel that
adolescents who visited school contexts that promoted values consistent with parental values
(compared to low fit contexts) perceived their parents values (as measured by the PVQ,
Schwartz et al., 2001) more accurately and were more accepting of these values. Also, these
parents and children not only had fewer value conflicts but they also discussed less about their
values. In these high fit contexts, several socialization agents may thus transport the same
message that has an impact on the childrens value systems and ensures intergenerational value
similarity, thereby reducing the transmission effort that has to be made by parents.
In contrast, Boehnke, Hadjar, and Baier (2007) have demonstrated a stronger parent-
adolescent value similarity for those families that did not conform to the typical values of their
sociocultural context. Thereby, they focused on hierarchic self-interest as a core value in modern
societies. They propose that families that do not adhere to the general Zeitgeist communicate
more compared to others about their value orientations, and they might therefore have a more
distinct effect on the value orientations of their children. Also, focusing on the ten general value
orientations as measured by the Schwartz Value Survey (Schwartz, 1992), Boehnke (2001)
reported stronger similarities between German University students and their parents regarding
those values that were less highly appreciated by the parents (such as hedonism, stimulation,
power and tradition) compared to values that were more highly endorsed by them on average.
Similar effect was demonstrated in our own cross-cultural study (Albert, Trommsdorff, &
Wisnubrata, 2009), which compared intergenerational value similarities in two different cultural
collectivistic values Germany and Indonesia. Here, a stronger parent-child similarity (as
measured by correlations between maternal and adolescents values) was reported for Indonesian
The study intends to find out the socioeconomic conditions of children living in the
coastal area of Barangay Balogo, Santa Cruz, Marinduque. Results will serve as basis for
crafting policy for the protection of the children to access education to have quality living and
1. What is the profile of the children living along the coastal area in Barangay Balogo in
terms of:
1.1.1. age;
1.1.2. gender;
1.2.2. attendance
2. What is the sociocultural condition of the children living along coastal area in
Barangay Balogo based on the following as perceived by the teachers and community folks?
4. Is there a significant difference between the profile of the children and their
sociocultural conditions?
5. What is the implication of the sociocultural factors on the conditions of the children
6. What intervention can be proposed to uplift the sociocultural condition and life of the
area in Barangay Balogo, their sociocultural condition and the factors that affecting it. Results
will become the basis for proposing a policy that will protect the right and living of the children
It will cover the 32 children in Purok Dungot and Purok Labuguin who are enrolled in
Balogo Elementary School as the subject for investigation. Similarly, the study will involve the 9
teachers in Balogo Elementary School and the 50 community members who will be randomly
is to investigate the profile, sociocultural condition, and the factors that affect the sociocultural
condition of the children living along the coastal area of Barangay Balogo. The study will also
exclude the children who are not enrolled in Barangay Balogo Elementary School, although they
living along the coastal area, because a part of the study is the academic profile of the school
children.
Children deserve to have a descent and comfortable life. They also deserve to live and be
nurtured in a clean, safe, and healthy environment. In addition, they must be nourished with
proper values formation and access education to eventually have a descent life and living of their
own. Thus, knowing the factors that affect the sociocultural condition of these children is
Specifically, this study will give significance to the following groups of individuals:
To the parents, results of the investigation may give them an awareness on the importance
of rearing children in a healthy environment. Likewise, it may be their eye opener to teach and
nurture proper values and gestures at home that their children will imitate. Parents may know,
that despite they werent given complete education, their children deserve to have, besides they
are earning money for the future of their children. Results may change their indifferent viewpoint
To the community folks, they are the elderly in the community, results of the study may
bring them also awareness and realities on the importance of nurturing values and manners
among children. Thus, those habits which are for adults only should not be displayed in front of
the children, because indirectly it affects the values formation and behavior of the children.
Unknowingly, they copy and imitate a sort of bad behavior and customs because they see these
To the Barangay Officials, they are the ones responsible for the welfare of the community
members. Results of the study may help them see the bigger picture of the real conditions of the
residents living along the coastal area, so they may be able to think of a community plan or
program like livelihood program as an alternative source of revenue for the residents.
For the teachers, they are the ones responsible for the education of the school children.
Findings of the study may help them think of ways and means on how to help and protect the
right of the pupils to achieve quality living in the future. Findings may help them to understand
the sociocultural condition of the children, as this is influenced by some factors. Likewise,
results may give them motivation to help the parents inculcating values and good behavior to
For the pupils, they are the primary beneficiaries of the study. Results may help them to
become better individuals as they may learn the proper values and attitudes from their parents
and community folks as well as teachers who will constantly guide and remind them about
proper behavior and attitude regardless of the environment where they live. In addition, findings
of the study may help their rights and dreams to have quality living and to have morale and
proper values.
VI. Methodology
A. Sample
B. Data Collection Procedure
C. Ethical Consideration
D. Plan for Data Analysis