Introduction to Sociopedagogics Part 2 PDF

Learning unit 1 Introduction to Sociopedagogics Part 2  the key proponents and assumptions of specific Identify theories related to child social development; the roles of the family, schooling, peer groups, as Describe...

Learning unit 1 Introduction to Sociopedagogics Part 2  the key proponents and assumptions of specific Identify theories related to child social development; the roles of the family, schooling, peer groups, as Describe well as mass and social media in the socialisation of the child; Learning Summari the course and landmarks of social development se in the young child; Objectives the nature of and extent to which young children Discuss form relationships in society; the role of play in socialisation and relationship- Outline formation for the young child. Activity: Create a Map of Influence Take a piece of paper and draw yourself in the middle Now surround yourself with the key factors that you feel has influenced you in becoming the person you are today Key factors could be an environment, an institution, groups of people or individuals  THEME 3: SOCIALISATION AGENCIES A wide group of people institutions and organisations are involved in the process of socialisation. These groups are referred to as socialisation agents. The family (or the replaced structure in which the child grows up) Pre-primary, formal school and day-care The peer group The mass media (De Witt, 2016; Horsthemke et al., 2016) This Photo by Unknown Author is licensed under CC BY-SA  Bowlby attachment theory: Primary care giver is the blueprint (De Witt, 2016; Horsthemke et al., 2016)  Pre-primary, formal school and day-care Apart from the family the school is the next most important socialising agent. Unlike the family the focus of the school is to teach the child how to function within a group or the broader community. The school accentuates conformity and exposes the (De Witt, 2016; Horsthemke et This Photo by al.,Author is licensed under CC BY- Unknown  The peer group The peer group is defined as the child’s social equals others in the group are at the same level of complexity and are usually at a similar age. Bussey (1984) Play is largely egocentric in the peer group kids learn to dominate, protect, accept responsibility, to respect others views and to be realistic about their own skills. (De Witt, 2016; Horsthemke et al., 2016) This Photo by Unknown Author is licensed under CC BY-  The mass media According to Poponoe (1991)the mass media plays an extremely important role in the young child's life. Television can be both a positive and a negative influence on the child. As technology expands it has created new opportunities to gain access to people and ideas we may not have been exposed to before. Social Media can contribute Positively and Negatively to the development of the self, community and society as a whole. This Photo by Unknown Author is licensed under CC BY-SA (De Witt, 2016; Horsthemke et al., 2016) THEME 4: LANDMARKS IN THE SOCIAL DEVELOPMENT OF THE YOUNG CHILD Prenatal The newborn infant Three months One year Two to three years Three to four years Five to six years Seven to nine years This Photo by Unknown Author is licensed under CC BY-NC (De Witt, 2016; Horsthemke et al., 2016)  Prenatal Development happens quickly during the prenatal period, which is the time between conception and birth. Genetic transfer takes place. There is development of certain areas of the brain which are responsible for the development of social skills social skills. (De Witt, 2016; Horsthemke et al., 2016) The newborn Listen watch and reacts to the mothers' advances. Nods head, moves mouth, sticks tongue out and moves body infant in an attempt to communicate. (De Witt, 2016; Horsthemke et al., 2016) This Photo by Unknown Author is licensed under CC BY-NC- Three months Emulation of facial expression occurs. Shows pleasure by smiling, kicking legs and waving arms. Turns head in the direction of the mother's voice (primary care giver). Intense interaction with the mother. Communicates in four ways, crying, noises, facial expressions and gestures. This Photo by Unknown Author is licensed under CC BY-SA (De Witt, 2016; Horsthemke et al., 2016)  One year Enjoys social gatherings, will follow conversations and make noises in between. May say one or two meaningful words, greet people, ask for things, show gratitude and stop doing something when his mother says no. The child is interested in adults and tries to imitate them. Shows fear of separation. This Photo by Unknown Author is licensed under CC BY-NC-ND (De Witt, 2016; Horsthemke et al., 2016) Two to three years Enjoys the presence of others. Demonstrates a fear of strangers Begins to participate in parallel play. Finds it difficult to share and will compete with others. Wants to be independent but seeks the approval of adults. Aggression and emotional outbursts are common occurrences. Can communicate through language. (De Witt, 2016; Horsthemke et al., 2016)  He is heavily dependent on his Aggression and frustration are Three to mother (primary care giver). He wants to please others. expressed by physical demonstration. four years Parallel play is still present, but the child already shows signs He is very possessive of personal belongings which are of being prepared to share. regarded as items which makes them feel safe. Play groups comprise two to three children. Learns rules with difficulty – transfer of rules does not He does not view himself as a appear. member of a group. There are signs of racial He/she is aware of their preference. gender. Is self centred and sees things Judges people according to solely from their point of view. their conduct. Concrete observations Understands the here and dominate thoughts and now. emotions. Objects have human attributes. (De Witt, 2016; Horsthemke et al., 2016)  Is dependent on adults and finds Prefers to integrate with Five to six it easier to free him/herself from the mother. groups of five to six children. years Is friendly but still shy of strangers. Understands rules more readily and is able to Prefers to play within his/her age identify similarities in situations. group. Depending on Readily blames others. environmental influences Becomes aware of social he/she may now develop responsibility. racial prejudices. Likes to tease. Still attributes human characteristics to objects. Resents giving up his place or turn. Observation still dominates their thoughts and Begins to show preference for emotions. members of their own gender. He/she develops an Prefers cooperative or team play. interest in competition. (De Witt, 2016; Horsthemke et al., 2016)  Seven to nine years He understands emotional display rules. He demonstrates the socially acceptable expressions of emotions. He starts to show empathy towards others. Knows to take care of others. Starts compare self with peers. (De Witt, 2016; Horsthemke et al., 2016) This Photo by Unknown Author is licensed under CC BY-SA  The manner in which a child forms relationships as well as their intensity will change as he/she gains an increasing understanding of their world. The material THEME 5: characteristics of the encounter between the child and other individuals include the following: FORMATI The child approaches other individuals physically the child looks for friendliness a ON OF smile a gesture etc. The child’s behaviour should be in line with RELATIO accepted norms. A willingness to cooperate and share plays NSHIPS an important role in their interactions with others. Their eagerness to be accepted facilitates their encounters and interaction with others. Their language Ability become increasingly important as a means of communication. (De Witt, 2016; Horsthemke et al., 2016) Parents, families and peers. The quality of the infant's attachment seems to be predictive of aspects of later development. Youngsters who emerge from infancy with a secure attachment stand a better chance of developing happy, competent relationships with others. The attachment relationship not only forms the emotional basis for the continued development of the parent-child relationship but can serve as a foundation upon which subsequent social relationships are built. As for peers, preschoolers begin with engaging through play, and as they get older there is an increase in verbal communication and a desire for more meaningful interactions for a friendship to develop. (De Witt, 2016; Horsthemke et al., 2016)  Other relationships to consider Relationship with objects: Relationship with God the child only can engage with (religious figures): this objects to the extend that relationship is primarily Relationship with the self: they are aware of them. As dependant on the caregivers young children have a sense they grow their engagement influence of the importance of self, but the process of the with objects change. It is of religious relationship. As a development of self is understood that the physical child is self-involve their dynamic and is influenced world is what the child focus is based on the feel of and affected by a multitude focuses on, as understanding the story rather than the of experiences. of space and time is limited content of religious material. by cognitive development. This relationship is about rejection and acceptance. (De Witt, 2016; Horsthemke et al., 2016)  THE SOCIALISATION FUNCTION OF PLAY Activity 2: Why do you think play is important in socialization process? Find a YouTube video that you can  Unoccupied/ Detached Play Unoccupied play refers to activity when a child actually isn't playing at all. He may be engaged in seemingly random movements, with no objective. Despite appearances, this definitely is play and sets the stage for future play exploration. Solitary (Independent)/ Solo Play Solitary play is just what it sounds like—when your child plays alone. This type of play is important because it teaches a child how to keep himself entertained, eventually setting the path to being self-sufficient. Any child can play independently, but this type of play is the most common in younger children around ages 2 or 3. At that age, they are still pretty self-centered and lack good communication skills. If a child is on the shy side and doesn't know his playmates well, he may prefer this type of play. Onlooker Play Onlooker play is when a child simply observes other children playing and doesn't partake in the action. It's common for younger children who are working on their developing vocabulary. Don't worry if your little one is behaving this way. It could be that the child feels shy, needs to learn the rules, or maybe is the youngest and wants just to take a step back for a while. (De Witt, 2016; Horsthemke et al., 2016)  Parallel Play Put two 3-year-olds in a room together and this is what you are likely to see: the two children having fun, playing side by side in their own little world. It doesn't mean that they don't like one another, they are just engaging in parallel play. Despite having little social contact between playmates, children who parallel play actually learn quite a bit from one another like taking turns and other social niceties. Even though it appears they aren't paying attention to each other, they truly are and often mimic the other one's behaviour. As such, this type of play is viewed as an important bridge to the later stages of play. Associative Play Slightly different from parallel play, associative play also features children playing separately from one another. But in this mode of play, they are involved with what the others are doing—think children building a city with blocks. As they build their individual buildings, they are talking to one another and engaging each other. This is an important stage of play because it helps little ones develop a whole host of skills— socialization (what should we build now?) and problem solving (how can we make this city bigger?), cooperation (if we work together we can make our city even better) and language development (learning what to say to get their messages across to one another). Through associative play is how children begin to make real friendships. Cooperative Play Cooperative play is where all the stages come together and children truly start playing together. It is common in older pre-schoolers or in younger pre-schoolers who have older siblings or have been around a lot of children). Cooperative play uses all of the social skills your child has been working on and puts them into action. Whether they are building a puzzle together, playing a board game, or enjoying an outdoor group game, cooperative play sets the stage for future interactions as your child matures into an adult. (De Witt, 2016; Horsthemke et al., 2016)