EDUC 215 Chapter 3, Fall 2009

Social Contexts and Social Contexts and Socioemotional Development Socioemotional Development 11 Bronfenbrenner’s Ecological Theory Bronfenbrenner’s Ecological Theory The ecological theory developed by The ecological theory developed by Bronfenbrenner Bronfenbrenner (1917-2005) (1917-2005) focuses on focuses on the social contexts in which children live the social contexts in which children live and the people who influence their and the people who influence their development. development. The theory consists of five environmental The theory consists of five environmental systems that range from close systems that range from close interpersonal interactions to broad-based interpersonal interactions to broad-based influences of culture. influences of culture. 22 The five environmental systems The five environmental systems Microsystem: Microsystem: A microsystem is the setting in A microsystem is the setting in which the individual spends considerable time which the individual spends considerable time and has direct interactions with parents, and has direct interactions with parents, teachers, peers, and others. teachers, peers, and others. For Bronfenbrenner the student is not a passive For Bronfenbrenner the student is not a passive recipient of experiences but reciprocally interacts recipient of experiences but reciprocally interacts and helps to construct the microsystem. and helps to construct the microsystem. Mesosystem: Mesosystem: The mesosystem involves The mesosystem involves linkages between microsystems such as family linkages between microsystems such as family and school, and relationships between students and school, and relationships between students and peers. and peers. 33 Exosystem: Exosystem: experiences in experiences in settings settings in which a child does not have an in which a child does not have an active role influence the child’s active role influence the child’s experiences (e.g., community experiences (e.g., community members, mass media etc) members, mass media etc) 44 Macrosystem: Macrosystem: The macrosystem is the The macrosystem is the broader culture in which students and broader culture in which students and teachers live(e.g., gender inequities, teachers live(e.g., gender inequities, ethnicity , socioeconomic status etc). ethnicity , socioeconomic status etc). Chronosystem: Chronosystem: The The chronosystem chronosystem includes the sociohistorical conditions of a includes the sociohistorical conditions of a student’s development( e.g., use of student’s development( e.g., use of computers, child care centers, less computers, child care centers, less extended family connections). extended family connections). 55 Critics of the Ecological Theory Critics of the Ecological Theory The theory gives little attention to The theory gives little attention to biological and cognitive factors in child biological and cognitive factors in child development development The theory doesn’t address step by step The theory doesn’t address step by step developmental changes. developmental changes. 66 Bronfenbrenner’s Theory in the Bronfenbrenner’s Theory in the Classroom Classroom Think about children embedded in several Think about children embedded in several environmental systems and influences environmental systems and influences Attend to connections between school and Attend to connections between school and families families Recognize the importance of community, Recognize the importance of community, culture, and socioeconomic status culture, and socioeconomic status 77 Erikson’s Life-Span Development Erikson’s Life-Span Development Theory Theory Erikson believed that human development Erikson believed that human development proceeds in stages proceeds in stages Each stage consists of a developmental task that Each stage consists of a developmental task that confronts individuals with a crisis. Therefore confronts individuals with a crisis. Therefore each stage is characterized by a psychosocial each stage is characterized by a psychosocial challenge or crisis challenge or crisis Stages reflect the motivation of the individual. Stages reflect the motivation of the individual. The more the individual is successful in resolving The more the individual is successful in resolving the crisis the more he or she will stay healthy. the crisis the more he or she will stay healthy. 88 Erik Erikson’s Eight Stages of Human Erik Erikson’s Eight Stages of Human Development Development 1 - Trust vs. mistrust 2 - Autonomy vs. shame and doubt 3 - Initiative vs. guilt 4 - Industry vs. inferiority 5 - Identity vs. identity confusion 6 - Intimacy vs. isolation 7 - Generativity vs. stagnation 8 - Integrity vs. despair 99 1 - 1 - Trust vs. Mistrust ( Trust vs. Mistrust (0–1 years) 0–1 years) Infants learn either to trust the Infants learn either to trust the environment (when needs are met) or environment (when needs are met) or mistrust. Mistrust develops when infants mistrust. Mistrust develops when infants are neglected or ignored. are neglected or ignored.  The development of trust requires warm, The development of trust requires warm, nurturing caregiving.Developed through nurturing caregiving.Developed through consistent love and support. consistent love and support. 10 10 2 - 2 - Autonomy vs. Shame and Doubt Autonomy vs. Shame and Doubt (1–3 years). It occurs in late infancy and (1–3 years). It occurs in late infancy and the toddler years. the toddler years. Toddlers acquire self confidence if they Toddlers acquire self confidence if they learn to regulate their bodies and act learn to regulate their bodies and act independently. If they fail or are labeled independently. If they fail or are labeled as inadequate , restrained or punished as inadequate , restrained or punished they experience shame and doubt. they experience shame and doubt.  Independence fostered by support and Independence fostered by support and encouragement encouragement 11 11 3 - 3 - Initiative vs. Guilt Initiative vs. Guilt (3–5 years ) (3–5 years ) As young children experience a widening As young children experience a widening social world, they are challenged more social world, they are challenged more than they were infants. than they were infants. To cope with the challenges , they need to To cope with the challenges , they need to engage in active purposeful behavior that engage in active purposeful behavior that involves initiative. Children develop involves initiative. Children develop uncomfortable guilt feelings if they are uncomfortable guilt feelings if they are irresponsible or are made to feel too irresponsible or are made to feel too anxious. anxious.  Developed by exploring and accepting Developed by exploring and accepting challenges challenges 12 12 4 - 4 - Industry vs. Inferiority Industry vs. Inferiority (6 years–puberty) (6 years–puberty) Children acquire many skills and Children acquire many skills and competencies. If they take pride in these, competencies. If they take pride in these, they acquire high self esteem. If they they acquire high self esteem. If they compare themselves unfavorably compare themselves unfavorably with others, they may develop low self with others, they may develop low self esteem, inferiority, unproductiveness , esteem, inferiority, unproductiveness , and and incompetence. incompetence.  Mastery comes from success and Mastery comes from success and recognition recognition 13 13 5 - 5 - Identity vs. Role Confusion Identity vs. Role Confusion ((Adolescence) Adolescence) Adolescents must integrate various Adolescents must integrate various roles (e.g., vocational and romantic) roles (e.g., vocational and romantic) into a consistent self identity. If they fail into a consistent self identity. If they fail to do so, they may experience confusion to do so, they may experience confusion over who they are. over who they are.  Exploration of different paths to attain a Exploration of different paths to attain a healthy identity. healthy identity. 14 14 6 - 6 - Intimacy vs. Isolation Intimacy vs. Isolation (Early adult years) (Early adult years) Young adults must develop the ability to Young adults must develop the ability to form deep intimate relationships with form deep intimate relationships with others . If they don’t, they may become others . If they don’t, they may become socially or emotionally isolated. socially or emotionally isolated.  Form positive, close relationships with Form positive, close relationships with others others 15 15 7 - 7 - Generativity vs. Stagnation Generativity vs. Stagnation (Middle Adulthood) (Middle Adulthood) Adults must develop an active interest in helping and Adults must develop an active interest in helping and guiding younger persons. If they don’t , they may become guiding younger persons. If they don’t , they may become preoccupied with purely selfish needs. preoccupied with purely selfish needs. Generativity means transmitting something positive to the Generativity means transmitting something positive to the next generation. This can involve parenting and next generation. This can involve parenting and teaching ,through which adults assist the next generation teaching ,through which adults assist the next generation in developing useful lives. in developing useful lives. Stagnation is the feeling of having done nothing to help Stagnation is the feeling of having done nothing to help the next generation. the next generation.  Transmitting something positive to the next generation Transmitting something positive to the next generation 16 16 8 - 8 - Integrity vs. Despair Integrity vs. Despair (Late Adulthood) (Late Adulthood) In the closing decades of life, individuals In the closing decades of life, individuals ask themselves whether their lives had any ask themselves whether their lives had any meaning. If the retrospective evaluations meaning. If the retrospective evaluations are positive, they develop a sense of are positive, they develop a sense of integrity. If they answer no, they integrity. If they answer no, they experience despair. experience despair.  Life review and retrospective evaluation Life review and retrospective evaluation of one’s past of one’s past 17 17 Strategies for Educating Children Strategies for Educating Children Based on Erikson’s Theory Based on Erikson’s Theory Initiative Initiative – Encourage social play Encourage social play – Have children assume responsibility Have children assume responsibility – Structure assignments for success Structure assignments for success Industry Industry – Nourish motivation for mastery Nourish motivation for mastery – Be tolerant of honest mistakes Be tolerant of honest mistakes Identity Identity – Recognize that identity is multidimensional Recognize that identity is multidimensional – Encourage independent thinking Encourage independent thinking – Stimulate students to examine different perspectives Stimulate students to examine different perspectives 18 18 Social Contexts of Socioemotional Development Families Peers Schools 19 19 Diana Baumrind’s Parenting Styles Diana Baumrind’s Parenting Styles Diana Baumrind states that parents should Diana Baumrind states that parents should be neither punitive nor aloof. Rather they be neither punitive nor aloof. Rather they should develop rules for children while at should develop rules for children while at the same time being supportive and the same time being supportive and nurturing. nurturing. Baumrind says that parenting styles come Baumrind says that parenting styles come in four main forms. in four main forms. 20 20 Diana Baumrind’s Parenting Styles Diana Baumrind’s Parenting Styles (Cont’d) (Cont’d) – Authoritarian parenting is restrictive and Authoritarian parenting is restrictive and punitive. punitive. – Parents place Parents place firm limits and controls firm limits and controls on on children and allow very little verbal exchange. children and allow very little verbal exchange. “Do it my way or else “. “Do it my way or else “. – Children of authoritarian parents tend to be Children of authoritarian parents tend to be socially incompetent with poor communication socially incompetent with poor communication skills. They tend to be anxious about social skills. They tend to be anxious about social comparison, fail to initiate activity, and have comparison, fail to initiate activity, and have poor communication skills. poor communication skills. 21 21 Baumrind’s Parenting Styles Baumrind’s Parenting Styles (Cont’d) (Cont’d) – Authoritative parenting Authoritative parenting encourages children encourages children to be independent but still put limits and to be independent but still put limits and controls on their actions. controls on their actions. “ “You know you shouldn’t have done it. Lets You know you shouldn’t have done it. Lets talk about how you can handle it next time”. talk about how you can handle it next time”. Extensive verbal-give and take is allowed. Extensive verbal-give and take is allowed. – Parents are Parents are nurturing and supportive nurturing and supportive. . Children are self-reliant, get along with peers, Children are self-reliant, get along with peers, and have high self-esteem and have high self-esteem 22 22 Diana Baumrind’s Parenting Styles Diana Baumrind’s Parenting Styles (Cont’d) (Cont’d) – Neglectful parenting Neglectful parenting is a style of parenting in is a style of parenting in which parents are uninvolved in their which parents are uninvolved in their children’s lives. children’s lives. – Parents are Parents are permissive and uninvolved permissive and uninvolved. . Children have poor self-control ,don’t handle Children have poor self-control ,don’t handle independence well, and low achievement independence well, and low achievement motivation. They often behave in a socially motivation. They often behave in a socially incompetent way. incompetent way. 23 23 Diana Baumrind’s Parenting Styles Diana Baumrind’s Parenting Styles (Cont’d) (Cont’d) – Indulgent parenting Indulgent parenting is a parenting style in is a parenting style in which parents are highly involved with their which parents are highly involved with their children but set few limits and restrictions on children but set few limits and restrictions on their children. their children. – Parents let their children do what they like and Parents let their children do what they like and what they want to do. They don’t take into what they want to do. They don’t take into account the development of the whole child. account the development of the whole child. – Children tend to have poor self-control. Children tend to have poor self-control. 24 24 The Changing Family The Changing Family Children in families of divorce Children in families of divorce - The quality of parental relationships, the use of - The quality of parental relationships, the use of support services, the type of custody, and the support services, the type of custody, and the socioeconomic status all affect students. socioeconomic status all affect students. - Elementary schoolchildren did best when the parent - Elementary schoolchildren did best when the parent and the school environment were and the school environment were authoritative. authoritative. Single parents Single parents - Have less time, money, and energy, yet many still find - Have less time, money, and energy, yet many still find ways to raise competent children. ways to raise competent children. 25 25 Ethnic and Socioeconomic Ethnic and Socioeconomic Variations in Families Variations in Families Minority students Minority students - Families tend to be larger; depend more on - Families tend to be larger; depend more on the extended family for support the extended family for support - Single parents are more common - Single parents are more common - Less educated; lower income - Less educated; lower income Low-income parents Low-income parents - Tend to value external characteristics such as - Tend to value external characteristics such as obedience and neatness obedience and neatness - See education as the teachers’ job - See education as the teachers’ job 26 26 Ethnic and Socioeconomic Ethnic and Socioeconomic Variations in Families Variations in Families Middle-class families Middle-class families - Often place high value on internal Often place high value on internal characteristics such as self-control and characteristics such as self-control and delayed gratification delayed gratification - See education as a mutual responsibility - See education as a mutual responsibility 27 27 School-Family Linkages School-Family Linkages • Provide assistance to families Provide assistance to families • Include families as participants in school Include families as participants in school decisions decisions • Encourage parents to be volunteers Encourage parents to be volunteers • Communicate effectively with families about Communicate effectively with families about school programs and their child’s progress school programs and their child’s progress • Involve families with their children in learning Involve families with their children in learning activities at home activities at home • Coordinate community collaboration Coordinate community collaboration 28 28 Peer Statuses Peer Statuses Developmentalists have pinpointed five Developmentalists have pinpointed five types of peer status. types of peer status. Popular : Popular :Listen carefully, act like Listen carefully, act like themselves, show enthusiasm, are happy themselves, show enthusiasm, are happy Rejected : Rejected :Seldom" best friend," often Seldom" best friend," often disliked disliked Neglected: Neglected: Infrequently “best friend," are Infrequently “best friend," are not disliked not disliked 29 29 Peer Statuses Peer Statuses Average: Average: Receive both positive and Receive both positive and negative peer nominations negative peer nominations Controversial: Controversial: Frequently, “best friend,” Frequently, “best friend,” often disliked often disliked 30 30 Benefits of Friendships Benefits of Friendships Companionship Companionship Physical support Physical support Ego support Ego support Intimacy/affection Intimacy/affection 31 31 Early Childhood and Elementary School Early Childhood and Elementary School The early childhood setting is a protected The early childhood setting is a protected educational environment with one or two teachers educational environment with one or two teachers Head Start project were designed to provide young Head Start project were designed to provide young children from low income families opportunities and children from low income families opportunities and experiences that are important for success in experiences that are important for success in schools. High-quality Head Start interventions are schools. High-quality Head Start interventions are effective effective Great emphasis on peer groups Great emphasis on peer groups Developmentally appropriate education is based on Developmentally appropriate education is based on knowledge of the typical development of children knowledge of the typical development of children within an age span (age appropriateness) as well as within an age span (age appropriateness) as well as the uniqueness of the child( individual- the uniqueness of the child( individual- appropriateness). appropriateness). 32 32 Schools for Adolescents Schools for Adolescents Middle schools are massive, impersonal Middle schools are massive, impersonal institutions where students trust few adults and institutions where students trust few adults and have limited access to health care and have limited access to health care and counseling. counseling. School’s emphasis on achievement often School’s emphasis on achievement often overshadows physical and socioemotional overshadows physical and socioemotional changes, causing stress. changes, causing stress. Beginning students are relegated to the bottom Beginning students are relegated to the bottom of the school hierarchy. of the school hierarchy. 33 33 Social Contexts and Social Contexts and Socioemotional Development Socioemotional Development Socioemotional Development The Self Moral Development 34 34 Self-Concept and Self-Esteem Self-Concept and Self-Esteem Self-concept Self-concept is a cognitive appraisal of our is a cognitive appraisal of our social, physical, and academic competence social, physical, and academic competence (measures of such things are our skill in various (measures of such things are our skill in various subject areas, our assessment of our subject areas, our assessment of our appearance, and the skill we have in peer appearance, and the skill we have in peer relationships). relationships).  Self-esteem Self-esteem is the affective or emotional is the affective or emotional reaction to one’s self-concept (reflects a reaction to one’s self-concept (reflects a person’s overall confidence and satisfaction). person’s overall confidence and satisfaction).  Self esteem is also refer to as self worth or self Self esteem is also refer to as self worth or self image. image. 35 35 Improving Children’s Self- Improving Children’s Self- Esteem Esteem Encourage Encourage and and facilitate facilitate – Competence Competence in areas students find important in areas students find important – Improvement of academic skills Improvement of academic skills through the use of through the use of professional tutors, parent volunteers, and peer tutors professional tutors, parent volunteers, and peer tutors – Emotional support and social approval Emotional support and social approval by parents, by parents, friends, and peers friends, and peers – Social skills Social skills that promote positive peer relationships that promote positive peer relationships – Coping skills Coping skills to face the day-to-day problems as to face the day-to-day problems as they appear they appear 36 36 Identity Development Identity Development James Marcia’s Four Statuses of Identity James Marcia’s Four Statuses of Identity Identity is another aspect of the self. Marcia proposed that adolescents have Marcia proposed that adolescents have one of four identity statuses based on the one of four identity statuses based on the extent to which they have explored or are extent to which they have explored or are exploring alternative paths and whether exploring alternative paths and whether they have made a commitment. they have made a commitment. 37 37 Identity Development (Cont’d) Identity Development (Cont’d) Marcia distinguished between exploration Marcia distinguished between exploration and commitment. and commitment. Exploration involves experiencing Exploration involves experiencing meaningful alternative identities. meaningful alternative identities. Commitment means showing a personal Commitment means showing a personal investment in an identity and staying with investment in an identity and staying with whatever that identity implies. whatever that identity implies. 38 38 Identity Development (Cont’d) Identity Development (Cont’d) Adolescents can explore alternative Adolescents can explore alternative identities in numerous areas such as identities in numerous areas such as vocational, religious, intellectual, political, vocational, religious, intellectual, political, sexual, gender, ethnic and interests. sexual, gender, ethnic and interests. The extent of an individual/s exploration The extent of an individual/s exploration and commitment is used to classify him or and commitment is used to classify him or her according to one of four identity status. her according to one of four identity status. 39 39 Identity Development (Cont’d) Identity Development (Cont’d) Identity Diffusion: occurs when a Identity Diffusion: occurs when adolescents dolescents have not yet explored meaningful alternatives (have have not yet explored meaningful alternatives (have not yet experienced crisis) or made commitments. not yet experienced crisis) or made commitments. Not only are they undecided about occupational Not only are they undecided about occupational and ideological choices, but they are also likely to and ideological choices, but they are also likely to show little interest in such matters. show little interest in such matters. Identity Foreclosure: occurs when a Identity Foreclosure: occurs when adolescents dolescents have made a commitment without exploring have made a commitment without exploring alternatives (have not yet experienced crisis). This alternatives (have not yet experienced crisis). This often happens when parents hand down often happens when parents hand down commitments to their adolescents. In this case, commitments to their adolescents. In this case, adolescents have not had adequate opportunities to adolescents have not had adequate opportunities to explore different approaches, ideologies, and explore different approaches, ideologies, and vocations on their own. vocations on their own. 40 40 Identity Development (Cont’d) Identity Development (Cont’d) Identity Moratorium: Identity Moratorium: occurs when occurs when individuals are in the midst of a crisis. individuals are in the midst of a crisis. When alternatives have been explored but When alternatives have been explored but commitments are absent commitments are absent Identity Achievement: Identity Achievement: occurs when occurs when alternatives have been explored (have alternatives have been explored (have undergone crisis) and commitments have undergone crisis) and commitments have been made been made 41 41 Moral Development Moral development concerns rules and conventions about just interactions between people. These rules can be studied in three domains, cognitive, behavioral and emotional. 1. In the cognitive domain, the key issue is how students reason or think about rules for ethical conduct. 2. In the behavioral domain, the focus is on how students actually behave rather than on the morality of their thinking. 3. In the emotional domain, the emphasis is on how students morally feel. 42 42 Piaget’s Theory of Moral Development Piaget’s Theory of Moral Development Heteronomous morality Heteronomous morality age 4–7:In this stage justice and rules are age 4–7:In this stage justice and rules are conceived conceived as unchangeable properties of the as unchangeable properties of the world and are outside the control of people. world and are outside the control of people. Imminent justice Imminent justice—if the rule is broken, —if the rule is broken, punishment is immediate. punishment is immediate. Autonomous morality Autonomous morality age 7–10: Child becomes aware that age 7–10: Child becomes aware that laws are laws are created by people, and intention and created by people, and intention and consequences should be considered consequences should be considered 43 43 Kohlberg’s Levels of Moral Development Kohlberg’s Levels of Moral Development Lawrence Kohlberg stressed that moral Lawrence Kohlberg stressed that moral development primarily involves moral reasoning development primarily involves moral reasoning and occur in stages. and occur in stages. Kohlberg arrived at his theory after interviewing Kohlberg arrived at his theory after interviewing children , adolescents, and adults (primarily children , adolescents, and adults (primarily males) about their views on a series of moral males) about their views on a series of moral dilemmas. dilemmas. Kohlberg constructed a theory of moral Kohlberg constructed a theory of moral development that has three main levels with two development that has three main levels with two stages at each of these levels. stages at each of these levels. A key concept in understanding Kohlberg's A key concept in understanding Kohlberg's theory is internalization, which refers to the theory is internalization, which refers to the developmental change from externally controlled developmental change from externally controlled behavior to internally controlled behavior. behavior to internally controlled behavior. 44 44 Kohlberg’s Levels of Moral Development Kohlberg’s Levels of Moral Development At different points in our lives, we exhibit At different points in our lives, we exhibit different forms of thoughts and beliefs regarding different forms of thoughts and beliefs regarding moral behavior moral behavior Kohlberg examined moral thought by asking Kohlberg examined moral thought by asking people of various ages to comment on moral people of various ages to comment on moral situations evident in a vignette: situations evident in a vignette: – ““Ahmad steals an expensive drug in order to Ahmad steals an expensive drug in order to save the life of his wife who suffers from save the life of his wife who suffers from cancer.” cancer.” 45 45 Kohlberg’s Levels of Moral Development Kohlberg’s Levels of Moral Development Preconventional reasoning Preconventional reasoning is the lowest level of moral is the lowest level of moral development in Kohlberg’s theory. At this level the child development in Kohlberg’s theory. At this level the child shows no internalization of moral values. Moral shows no internalization of moral values. Moral reasoning reasoning is controlled by external rewards and punishments is controlled by external rewards and punishments Conventional reasoning Conventional reasoning is the second or intermediate is the second or intermediate level in Kohlberg’s theory. At this level the child level in Kohlberg’s theory. At this level the child internalization is intermediate. The child abides internally internalization is intermediate. The child abides internally by certain standards, but they are essentially the by certain standards, but they are essentially the standards imposed by other people such as parents, or standards imposed by other people such as paren